DEVELOPMENT OF HIGHER ORDER THINKING SKILLS (HOTS) AS FRENCH LANGUAGE TEACHING ASSESSMENT INSTRUMENT AT SMA NEGERI 11 MEDAN

PDF

Published: 2021-08-21

Page: 28-36


LIWANNA BR SEMBIRING *

French Education Study Program, Post-Graduate School, Universitas Negeri Medan, Medan, Indonesia.

EVI EVIYANTI

French Education Study Program, Post-Graduate School, Universitas Negeri Medan, Medan, Indonesia.

ANDI WETE POLILI

French Education Study Program, Post-Graduate School, Universitas Negeri Medan, Medan, Indonesia.

*Author to whom correspondence should be addressed.


Abstract

This research is aimed at determining the process, suitability and effectiveness of HOTS as the assessment instrument and involves students of class XI IPS-4 at SMA Negeri 11 Medan, Indonesia. The method is a quantitative and descriptive in which all collected data is analyzed using descriptive statistical techniques expressed in the distribution of scores and scale categories. This study is validated by the material and evaluation validators. The instruments include the assessment guide, the assessment instrument response, quiz sheets for validators, quiz sheets for students, and learning outcome tests. The process of developing HOTS-based assessment instruments in Class XI IPS-4 SMA Negeri 11 Medan consists of 4 stages, namely: test preparation, media selection, format selection and test results design. The results show that the validation by the materials validator reached on average of 93.02% (very good) and by evaluation validators was noted to 91%, (very good). In the pre-test and post-test activities, on the pre-test there were 2 pupils (6.06%) included in the thinking category of a higher level (very good), 5 pupils (15.15%) (good), 15 students (45.45%) (fairly well), 8 students (24.24%) (not well) and 3 students (9.09%) with an average score of 48.12 (poor). In the post-test, there were 7 students (21.21%) in the very good category, 21 students (53.63%) were in the right category and 5 students (15.15%) with an average score of 74.91 were in the correct category. (21.21%) so that the results of post-test activities in the form of description questions were much better than those of post-test activities with the same form of questions.

Keywords: Assessment instruments, HOTS, French


How to Cite

SEMBIRING, L. B., EVIYANTI, E., & POLILI, A. W. (2021). DEVELOPMENT OF HIGHER ORDER THINKING SKILLS (HOTS) AS FRENCH LANGUAGE TEACHING ASSESSMENT INSTRUMENT AT SMA NEGERI 11 MEDAN. Asian Journal of Current Research, 6(2), 28–36. Retrieved from https://ikprress.org/index.php/AJOCR/article/view/6893

Downloads

Download data is not yet available.

References

King FJ, Goodson L, Rohani F. Higher order thinking skills. Center for Advancement of Learning and Assessment. No Year. 1-167.
Available:www.cala.fsu.edu

Cottrell S. Critical thinking skills developing effective analysis and argument. 2005;2.

Arif S. Higher order thinking skills (HOTS) analysis on teachers’s questions in the final examination of Bahasa dan Sastra Indonesia at Senior High School 7 Medan. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Volume. 2019;2(4):172-178.

Brunetti M. Read, write, speak. New York: Garden City Publishing Company. 1963;ix.

Watts G.B. The teaching of French in the United States: A History. French Review. 1963;XXXVII(1):9.

Clark JLD. Empirical studies related to the teaching of French pronunciation to American students. Cambridge, Massachusetts: Laboratory for Research in Instruction Harvard Graduate School of Education. 1967;1.

Guérard AL. The teaching of French civilization. The Modern Language Journal. 1923;7(5):257-267.
Available:https://www.jstor.org/stable/313832.

Federico S. Teaching the French model of management through case studies. Global Business Studies. 2010;1:1-11.

Available:http://docs.lib.purdue.edu/gbl/vol1/iss1/11.

Mohtar WIW, Awang FF. Teaching French using French as the classroom language in the NDUM. MICFL: Malaysia International Conference on Foreign Languages. Malacca, Jul 3, 2013 - Jul 4, 2013;2.

Carr W. Teaching core French in British Columbia: teachers’ perspectives. BCATML/BCTF Research Report. British Columbia Association of Teachers of Modern Languages. 2007;1-33.

Lyste R. The effect of functional-analytic teaching on aspects of French immersion students' sociolinguistic competence. Applied Linguistics. 1994;15(3);263-287.

Bissoonauth-Bedford A, Stace R. Building a writing community through learning of French. Journal of University Teaching & Learning Practice. 2015;12(2):1-17.
Available:http://ro.uow.edu.au/jutlp/vol12/iss2/77.

Thomas A, Thorne G. How to increase higher order thinking. P. 1. Reading rockets or URL: Available:http://www.ldonline.org/article/34655/. or
Available:http://www.cdl.org/resource-library/articles/HOT.php?type=subject&id=18.

Retrieved in 18/7/2021.

Brookhart SM. How to assess higher-order thinking skills in your classroom. Alexandria: ASCD; 2010; 17-24.

King FJ, Goodson L, Rohani F. Higher order thinking skills. Center for Advancement of Learning and Assessment. No Year. 1-167.

Available:www.cala.fsu.edu

Kemendikbud. Peraturan Pemerintah No.32 Tahun 2013 tentang Standar Penilaian Nasional Pendidikan (Government Regulation No.32 of 2013 concerning National Education Assessment Standards). Jakarta: Kementrian Pendidikan dan Kebudayaan; 2013.

Wiwik. Buku penilaian berorentasi higher order thinking skills (Higher order thinking skills oriented assessment book). Jakarta: Direktorat Jendral Guru dan Tenaga Kependidikan Kemendikbud. 2019;2.

Arifin Z. Evaluasi pembelajaran (Learning evaluation). Bandung: PT Remaja Rosdakarya. 2009;16.

Sani RA. Inovasi pembelajaran (Learning innovation). Jakarta: Bumi Aksara. 2016;176-177.

Borg WR, Gall MD. Educational researcher: an introduction. (7th Ed.). United States : Pearson education, Inc; 1983.