![]() ![]() And there are differences in mathematics learning outcomes between the type of think pair share and the two stay two stray type. ![]() ![]() ![]() Development of rubric of learning result of mathematics on cognitive aspect by applying indicator on Bloom theory that is: Knowledge, Comprehension, Application, Analysis, Synthesis & Evaluation. Research method by using quasi experiment. Penelitian ini bertujuan memperoleh gambaran. Learning model used is model of cooperative learning type think pair share and type two stay two stray. Keywords: Asesmen Produk Fisiologi Tumbuhan Sains Teknologi Religion Enjinering Art Matematika Abstract. The purpose of this study is to develop and use the rubric of assessment of mathematics learning outcomes for the cognitive aspects of flat wake material using Boom's Taxonomy of Educational Objectives. So it is necessary effort enough to improve learning outcomes, especially learning outcomes on the cognitive aspect. In conclusion, the rubric of the HOTS assessment on mathematics learning is valid, reliable, and practical to use to measure students' higher-order thinking skills in mathematics learning.Mathematics learning should emphasize in-depth understanding of concepts, not just learning by memorization. Meanwhile, the practicality of the rubric is 81.02 (Good). The research shows that the validity of the rubric of HOTS assessment on mathematics learning is 0.82 (valid), and the reliability is 0.79 (reliable). The validity and reliability were measured using Gregory's Expert Agreement Index (EAI), while the rubric's practicality was analyzed using practicality product criteria. The practicality/usability of the rubrics was examined by five mathematics teachers from different Junior High schools. The rubric of the HOTS assessment was validated by two validators that are experts on HOTS in mathematics. The HOTS assessment rubric's quality was examined using Plomp's product/prototype quality criteria: (1) validity, (2) reliability, and (3) practicality/usability. The rubric was developed by integrating HOTS characteristics in mathematics: critical thinking, problem-solving, mathematical understanding, mathematical modeling, proof and reasoning, mathematical representation, and mathematical communication. The rubric was designed and developed to measure students' higher-order thinking skills in mathematics learning. The method consisted of 4 phases, namely (1) preliminary investigation, (2) design, (3) development, and (4) implementation and evaluation. The Plomp's developmental method, the Generic model for educational design, was deployed to develop the HOTS assessment rubric. Pendidikan Matematika FKIP Unsyiah Menyelesaikan Soal PISA Most Difficult. This research aims to develop a rubric of Higher-Order Thinking Skills Assessment on mathematics learning that is valid, reliable, and practical. for students work and assessment rubric for prospective teachers ability in. ![]()
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