Suyatna, Agus and Viyanti, Viyanti and Rosidin, Undang (2020) Optimizing Computer-Based Hots Instruments: An Analysis of Test Items, Stimulus, and Quiz Setting Based on Physics Teachers' Perceptions. Universal Journal of Educational Research, 8 (3D). pp. 97-105. ISSN 2332-3213
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Abstract
Computer-based test(CBT)is still viewed to be incapable of measuring students higher-order thinking skills (HOTS). This research aims to describe the teacher's perceptions of the CBT model in stimulating HOTS among high school students in physics exams. This is descriptive qualitative research involving lecturers and professional teachers in Lampung as respondents. The datawerecollectedthroughLikert-scale questionnaire. The fifth scale shows strongly agree and the first scale shows strongly disagree. Data analysis was conducted by counting the frequency of each scale for each questionnaire item to be then converted into a percentage. Theresultsshowthat teachers perceive that HOTS stimulus structure in the form of images/graphics, video/audio physical phenomena, animated/experimental simulation scan enriches the diversity of items and the level of cognitive thinking.TheitemsandoptionsonaCBTare suggested to be raised randomly. In CBT, it is recommended to display the remaining time available for working on the test. Scoring is distinguished by the cognitive level, the formation of questions, and the level of difficulty of the questions. Feedback from the system, in the form of follow-up for the students, is given both to the students who can work on the problem as a form of enrichment and the students who cannot answer the question as a guide to understand the material being tested.
| Item Type: | Article |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Keguruan dan Ilmu Pendidikan (FKIP) > Prodi Magister Pendidikan Fisika |
| Depositing User: | Prof. Dr. Agus Suyatna |
| Date Deposited: | 02 Nov 2020 04:18 |
| Last Modified: | 02 Nov 2020 04:18 |
| URI: | http://repository.lppm.unila.ac.id/id/eprint/22299 |
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