Developing A HOTS-Based Assessment Instrument to Measure Students' Critical Thinking and Scientific Reasoning in Genetics
DOI:
https://doi.org/10.32332/al-jahiz.v7i1.12570Keywords:
HOTS assessment, Critical thinking, Genetics, Rasch model, Scientific reasoningAbstract
This study aims to develop and validate a two-tier multiple-choice assessment instrument based on Higher Order Thinking Skills (HOTS) to measure high school students' critical thinking and scientific reasoning skills in genetics. Employing a Research and Development (R&D) method with the 4D model, the instrument was theoretically validated by three experts and empirically tested on 110 students at MA Manbaul Ulum Tlogorejo using a combination of Classical Test Theory (CTT) and the Rasch Model. The results showed that the Aiken’s V content validity index was 0.87 (highly valid). The empirical analysis of the Rasch Model confirmed outstanding instrument quality, with an Item Reliability of 0.94, Person Reliability of 0.79, and Cronbach’s Alpha of 0.82. All 20 items were declared fit for the mathematical model and demonstrated unidimensionality (Raw Variance Explained at 42.8%), effectively mapping the spectrum of students' cognitive abilities linearly without sample bias. Nevertheless, the analysis successfully diagnosed that pseudo-Mendelian inheritance and the nondisjunction mechanism were the areas with the highest cognitive load for students. The study concludes that the developed HOTS assessment instrument is highly feasible and effective for use as a standardized evaluation tool and a cognitive diagnostic instrument in biology education.
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