COGNITIVE ASSESSMENT TESTS BASED ON HIGHER-ORDER THINKING SKILLS (HOTS) IN ELEMENTARY SCHOOLS

Abstract

This study aims to design a cognitive domain assessment test grounded in Higher-Order Thinking Skills (HOTS) for elementary school students. The research employs a Research and Development approach using a modified version of the Dick and Carrey model tailored to the study’s objectives. This research was carried out in three elementary schools spread across the city and district of Sukabumi for user or teacher validation. Meanwhile, the validity and reliability tests for twelve students (one to one) were carried out in one elementary school. The developed assessment tests consisted of 180 items, including 89 multiple-choice and 91 essay questions for fifth-grade students. The findings indicated that the HOTS-based assessment was 91% valid, falling into the good category. Reliability testing showed that the instrument was consistent, with a Cronbach’s Alpha value greater than 0.6. The discrimination index for both multiple-choice and essay items was good, with an average range of 0.40–0.69, and very good for items with an average weight between 0.70–1.00. Additionally, the distractor effectiveness in multiple-choice options was confirmed to be effective, as results exceeded 5%.The implications for teachers are that the HOTS-based assessment tests developed is suitable for use in evaluating learning. As for students, assessment tests can hone and train higher-order thinking skills.