Instrumen asesmen HOTS untuk kelas VII SMP pada materi kalor dan perpindahannya

Higher Order Thinking Skills (HOTS) merupakan salah satu kecakapan penting abad 21 yang harus dimiliki siswa. Tujuan dari penelitian ini adalah mengembangkan instrumen penilaian berbasis HOTS untuk siswa kelas VII SMP pada materi kalor dan perpindahannya. Penelitian ini termasuk dalam educational design research menggunakan model dari Plomp. Melibatkan 3 tahapan yaitu tahap preliminary research , prototyping stage , dan assessment phase . Proses validasi produk dilakukan oleh ahli, teman sejawat, guru dan siswa. Prosedur pengumpulan data menggunakan angket, lembar observasi, wawancara, dan uji coba secara terbatas di sekolah. Teknik analisis data dilakukan dengan mengkonversi data kualitatif dan kuantitatif ke dalam bentuk deskriptif berdasarkan penilaian ideal, validitas, reliabilitas, tingkat kesukaran, dan daya pembeda soal. Berdasarkan hasil analisis diketahui bahwa kriteria penilaian ideal produk masuk dalam kategori sangat baik. Skor rata-rata dari dosen ahli yaitu 91,875%, teman sejawat 92%, guru 92%, siswa 85%. Sedangkan validitas instrumen sebesar 0,89, reliabilitas instrumen 0,69, tingkat kesukaran 0,40, dan daya pembeda soal 0,33 Higher Order Thinking Skills (HOTS) are essential skills for students in the 21st century. This study aims to develop a HOTS-based assessment on heat (caloric) and heat transfer in the 7 th grade of juniors high school. This study was included in educational design research using Plomps' model. It used three stages: the preliminary research stage, the prototyping stage, and the assessment phase—the HOTS-based assessment product validated by experts, peers, teachers, and students. Data collection procedures used questionnaires, observation sheets, interviews, and limited trials at school. The data analysis technique uses qualitative and quantitative data to convert into descriptive form based on the ideal assessment, validity, reliability, difficulty index, and discriminant index. Based on the analysis, the ideal assessment criteria for the product were in the very good category. The experts' average score was 91.875%, peers 92%, teachers 92%, and students 85%. Furthermore, the instrument validity score was 0.89, the instrument reliability was 0.69, the difficulty index was 0.40, and the discriminant index was 0.33.