Articles

Development E-Assessment Literacy Oriented Higher Order Thinking Skills (HOTS) on Thematic Learning to Measure Critical Thinking Skills of Primary School Students

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This research aims to develop E-Assessment Literacy Oriented Higher Order Thinking Skills (HOTS) which is expected to be able to measure students’ critical thinking skills. This research uses research methods according to ADDIE with five stages, namely Analisys, Design, Development, Implementation, Evaluation. The sampling technique used in this research is saturated sampling, the population of this study was class V students at SDN Berundung. The sample in this research was class V A students at SDN Berundung. The research results include the feasibility, practicality and effectiveness of the product. Product feasibility seen from the product validation results is classified as very valid, the language aspect shows an average of 0.800. The media aspect shows an average of 0.875. The test instrument was also validated by the validator as the research product showed an average of 0.650. The practicality of the product can be seen from the average percentage of educators’ responses of 90% with very practical interpretations, while student responses were 90% with very practical interpretations. The effectiveness of the product can be seen based on trial data carried out in class V of SDN Berundung. The research results prove that class V A is at stage post-test has the highest value of 90 and the lowest value of 80 with an average value of 84.58, and a standard deviation of 2.93. This shows that there is a significant influence on measuring critical thinking skills using E-Assessment literacy oriented HOTS.

Development of Literacy-Based Interactive Learning Media in Improving Critical Thinking Skills of Junior High School Students in Islamic Religious Education

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Critical thinking is very important in learning because it will improve students’ thinking skills in learning practices. So far, critical thinking has not become a culture among students, so there are still students who are passive in the learning process and do not dare to argue or ask questions. Critical thinking skills are the ability to organize themselves in producing interpretation, analysis, and evaluation as well as exposure using evidence, concepts, methodologies, and contextual considerations that are used as the basis for making decisions. Indicators of critical skills, namely: solving problems, making decisions, persuading, analyzing assumptions and conducting scientific research. This study aims to develop literacy-based interactive learning media in improving the critical thinking skills of junior high school students in Islamic religious education subjects that are valid, practical, and effective. Learning media that can support the success of learning activities in improving students’ critical thinking skills must be developed by meeting several criteria, namely valid, practical, and effective. The validity score obtained for each aspect is the media aspect with a percentage of 76.33% and for the material aspect with a percentage of 78.66%, therefore the learning media is declared valid. The average score of the overall learning implementation observation results obtained a percentage of 82.73%. There were 26 students who were complete or around 81.25%, the average score percentage of student activity was 84%, and as many as 92.83% of students gave a positive response. The findings of this study indicate that the development of literacy-based interactive learning media is effective in improving students’ critical thinking skills in Islamic Religious Education subjects. The implication of this research is the need for literacy integration in Islamic learning to help students’ develop a deeper and more critical understanding of the subject matter.