The Evaluation of Higher Order Thinking Skills Assessment of Special Needs Education Students with Guided Inquiry Method

Imam Yuwono, Chairil Faif Pasani

Abstract


The competencies that have to be achieved by the Special Needs Education students of FKIP Lambung Mangkurat UniversityBanjarmasin with the enactment of curriculum based on KKNI are to develop science and technology, skills, attitude and behavior as professional education teachers. Guided inquiry study method gives the opportunity to Special Needs Education students to be actively involved in solving the problem. The aims of the research are (1) to understand about guided inquiry learning method, lecturers’ needs for HOTS level assessment instrument (antecedent phase). (2) to analyze learning implementation and students’learning difficulties (transaction phase), and (3) to know about students’ ability on HOTS level assessment (outcome phase). This research used descriptive method with Stake’s evaluation model. The research was conducted in the special needs education program of FKIP Lambung Mangkurat University Banjarmasin, with the subject of 50 students and 2 lecturers. Questionnaires were used as data collection. The results: (1) the lecturers have understood the guided inquiry method, but the learning implementation is still concentrated to the lecturers, the students are passive (2) in arranging assessment, the lecturers have not fully used the case study model to reach HOTS level, and (3) the students’ ability in completing assessment in high level (27%), moderate (42%) and low (31%). The conclusions are the lecturers have not been able to implement the real learning inquiry. It is required to review the questions together and train the students to be active so that they are able to accomplish the assessment with HOTS level.

Keywords


HOTS Assessment; special education needs students; guided inquiry

Full Text:

PDF

References


Brickman, P., Gormally, C., Armstrong, N., & Hallar, B. (2009). Effects of Inquiry Based Learning on Students’ Science Literacy Skills and Confidence.International Journal for the Scholarship of Teaching and Learning, 3(2), 1-22

Hammen, C., Shih, J. H., & Brennan, P. A. (2004). Intergenerational transmission of depression: test of an interpersonal stress model in a community sample. Journal of consulting and clinical psychology, 72(3), 511.

Hendryarto, J. (2013). Penerapan Model Pembelajaran Inkuiri untuk Melatih Kemampuan Berpikir Tingkat Tinggi Siswa pada Materi Pokok Laju Reaksi (Implementation Inquiry Learning Model for Training Higher Order Thinking Skills of The Students on Main Material of Reaction Rate). UNESA Journal of Chemical Education, 2(2).

Hopson, M. H., Simms, R. L., & Knezek, G. A. (2001). Using a Technology Enriched Environment to Improve Higher Order Thinking Skills. Journal of Research on Technology in Education, 34(2), 109-119

Jensen, J. L., McDaniel, M. A., Woodard, S. M., & Kummer, T. A. (2014). Teaching to the Test or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding. Educ Psychol Rev DOI 10.1007/s10648-013-9248-9

Madhuri, G. V., Kantamreddi, V. S. S. N., & Goteti, L. N. S. P, 2012, Promoting Higher Order Thinking Skills Using Inquiry Based Learning. European Journal of Engineering Education. 37(2), 117–123

Mardapi, D. (2017). Pengukuran, Penilaian dan Evaluasi Pendidikan (edisi revisi). Yogyakarta: Parama Publishing.

Mardapi. D. (2003). Desain dan penilaian pembelajaran mahasiswa. Makalah disajikan dalam Lokakarya Sistem Jaminan Mutu Proses Pembelajaran, tanggal 19 Juni 2003 di Universitas Gadjah Mada Yogyakarta

Rooney, C. (2012). How am I Using Inquiry Based Learning to Improve My Practice and to Encourage Higher Order Thinking Among My Students of Mathematics?. Educational Journal of Living Theories, 5(2), 99-127.

Samawi, A. (2017). Inclusive Education Management in Social Studies Course of Children with Special Needs. Journal of ICSAR, 1(2), 155-158.




DOI: http://dx.doi.org/10.17977/um005v2i12018p028

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Journal of ICSAR

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Journal of ICSAR is Indexing by:

       

 
web
counter  ---> View Statistic

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.