Identification of HOTS Problem Solving Ability of High School Students Using Two Tier Diagnostic
Abstract
The purpose of this study is to describe HOTS problem solving skills for high school students through the use of the 2nd Tier Diagnostic. The research is conducted using the descriptive qualitative method. SMAN Balung MIPA 4 Research subjects at Jember Regency Data Collection Techniques in the form of Written Test Questions and Semi-Structured Interviews Data on Problem Solving Skills using 5 Stages Krulick & Rudnick Stages Read and Think, Explore and plan, select a strategy, Find and Answer, Reflect and Extend. The Two Tier Diagnosis Method is composed of two stages. First, students write down how they get the answers, and second, they write down the reasons why they choose that method. The study showed that students with high mathematical problems solving skills were able to write mathematical symbols well, even write answers consistently, and write the final solution along with the question. Students with moderate abilities were unable to write the mathematical symbols well, and even wrote the stages of completion incorrectly, resulting in the majority of the final answers being wrong.
References
A’yun, Q., & Retnawati, H. (2022). Analisis kesalahan penyelesaian masalah trigonometri dan penyebabnya di SMA menggunakan metode three-tier diagnostic test. Jurnal Pedagogi Matematika, 8(1), 211–223.
Aisyah, N., Mania, S., Nur, F., & Angriani, A. D. (2021). Analisis Soal Matematika Berbasis Hots Dan Kemampuan Pemecahan Masalah Siswa. Al asma : Journal of Islamic Education, 3(2), 223.
Akbar, P., Hamid, A., Bernard, M., & Sugandi, A. I. (2018). Analisis Kemampuan Pemecahan Masalah Dan Disposisi Matematik Siswa Kelas Xi Sma Putra Juang Dalam Materi Peluang. Jurnal Cendekia : Jurnal Pendidikan Matematika, 2(1), 144–153.
Apino, & Retnawati. (2017). Developing Instructional Design to Improve Mathematical Higher Order Thingking Skills of Students. Journal of Physics: Conference Series, 755(1), 1–7.
Ariati, C., & Juandi, D. (2018). Kemampuan Penalaran Matematis: systematic Literature Review. LEMMA: Letters OfMathematics Education, 1(2), 10–27.
Dewi, D. K., Khodijah, S. S., & Zanthy, L. S. (2020). Analisis Kesulitan Matematik Siswa SMP pada Materi Statistika. Jurnal Cendekia : Jurnal Pendidikan Matematika, 4(1), 1–7.
Fatqurhohman, F. (2021). Characteristics of Students In Resolving Word Problems Based on Gender. Journal of Education and Learning Mathematics Research (JELMaR), 2(1), 1–10.
Fatqurhohman, & Susetyo, A. M. (2022). Transisi Representasi Simbolik-Pictorial dalam Menyelesaikan Masalah Matematika. Edumatica: Jurnal Pendidikan Matematika, 12(1), 22–29.
Fauziah, I., Mariani, S., & Isnarto. (2017). Kemampuan Penalaran Geometris Siswa pada Pembelajaran RME dengan Penekanan Handso on Activity Berdasarkan Aktivitas Belajar. Unnes Journal of Mathematics Education Research, 6(1), 30–37.
Hasyim, M., & Andreina, F. K. (2019). Analisis High Order Thinking Skill (Hots) Siswa Dalam Menyelesaikan Soal Open Ended Matematika. FIBONACCI: Jurnal Pendidikan Matematika dan Matematika, 5(1), 55-64.
Hidayah, N. (2023). Pengembangan LKPD Berbasis HOTS pada materi Trigonometri dalam Meningkatkan Kemampuan Pemecahan Masalah. Jurnal Pembelajaran dan Ilmu Pendidikan, 3(2), 122–130.
Jamila, A., & Natsir, E. (2021). Problematika Guru dan Siswa dalam Proses Pembelajaran Daring pada Masa Pandemi Covid-19 di UPTD SMP Negeri 1 Parepare. AL Ma’ Arief: Jurnal Pendidikan Sosial Dan Budaya, 3(2), 101–110.
Lukman, H. S., Setiani, A., & Agustiani, N. (2023). Pengembangan Instrumen Tes Kemampuan Pemecahan Masalah Matematis Berdasarkan Teori Krulik dan Rudnick: Analisis Validitas Konten. Jurnal Cendekia : Jurnal Pendidikan Matematika, 7(1), 326–339.
Mahendra, I. W. E., Parmithi, N. N., Hermawan, E., Juwana, D. P., & Gunartha, I. W. (2020). Teachers’ formative assessment: Accessing students’ high order thinking skills (HOTS). International Journal of Innovation, Creativity and Change, 12(12), 180–202.
Mulyani, M., & Muhtadi, D. (2019). Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Trigonometri Tipe Higher Order Thinking Skill Ditinjau Dari Gender. Jurnal Penelitian dan Pembelajaran Matematika, 12(1), 1–16.
Noprianti, E., & Utami, L. (2017). Penggunaan Two-Tier Multiple Choice Diagnostic Test Disertai Cri Untuk Menganalisis Miskonsepsi Siswa. JTK (Jurnal Tadris Kimiya), 2(2), 124–129.
Pratama, G. S., & Retnawati, H. (2018). Urgency of Higher Order Thinking Skills (HOTS) Content Analysis in Mathematics Textbook. Journal of Physics: Conference Series, 1097(1), 1–8.
Rismawati, M., Rahmawati, P., & Rindiani, A. B. (2022). Analisis Kemampuan Berpikir Tingkat Tinggi dalam Pemecahan Masalah Matematika Berbasis Higher Order Thinking Skill (HOTS). Jurnal Cendekia : Jurnal Pendidikan Matematika, 6(2), 2134–2143.
Saputra, R., Rosita, C. D., & Maharani, A. (2020). Kemampuan Pemecahan Masalah Siswa Pada Topik Trigonometri. Jurnal Cendekia : Jurnal Pendidikan Matematika, 4(2), 857–869.
Shodiqin, A., Sukestiyarno, Wardono, Isnarto, & Utomo, P. W. (2020). Profil Pemecahan Masalah Menurut Krulik Dan Rudnick Ditinjau Dari Kemampuanan Wolfram Mathematica. Prosiding Seminar Nasional Pascasarjana (PROSNAMPAS), 3(1), 809–820.
Sundari, S., Kahar, M. S., & Erwinda, E. G. (2021). Analisis Kemampuan Berpikir Tingkat Tinggi Menggunakan Instrumen Hots Berbasis Two Tier Diagnostic Test. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(4), 2726–2735.
Copyright (c) 2023 Journal of Education and Learning Mathematics Research (JELMaR)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Copyright of the published articles will be transferred to the journal as the publisher of the manuscripts. Therefore, the author confirms that the copyright has been managed by the journal.
- Authors can publish papers separately, arrange non-exclusive distribution of manuscripts that have been published in this journal into other versions by acknowledging that the manuscripts have been published for the first time in Journal of Education and Learning Mathematics Research (JELMaR).
- The copyright follows Creative Commons Attribution–ShareAlike License (CC BY SA): This license allows to Share — copy and redistribute the material in any medium or format, Adapt — remix, transform, and build upon the material, for any purpose, even commercially.
.jpg)
