Needs Analysis to Develop Scientific Higher Order Thinking Assessment Based on Dual Space Inquiry for Kinematics Material
DOI:
https://doi.org/10.24036/ple.v4i2.333Keywords:
Assessment, Scientific Higher Order Thinking, Dual Space Inquiry, physics learningAbstract
The demands of 21st-century learning require students to develop higher-order thinking skills, particularly Scientific Higher Order Thinking (S-HOT), which includes scientific reasoning, critical thinking, creative thinking, self-efficacy, and metacognition. This study aims to conduct a needs analysis for the development of S-HOT-based assessment using the Dual Space Inquiry (DSI) approach in kinematics. The study employs a quantitative descriptive method, referring to the preliminary research stage of the Plomp development model, with data collected through questionnaires, observations, interviews, and document analysis. The results of the needs analysis indicate that students’ Scientific Higher Order Thinking (S-HOT) skills have not yet developed optimally, and their implementation in learning remains limited. In addition, the assessments used tend to focus on procedural problem-solving and have not yet accommodated the comprehensive measurement of higher-level scientific thinking processes. These findings reveal a gap between the demands of physics learning and the assessment practices currently implemented. The implications of this study highlight the importance of developing assessments that not only function to measure learning outcomes but also promote students’ higher-level scientific thinking skills. Therefore, it is necessary to develop assessment instruments based on Dual Space Inquiry (DSI) that can comprehensively integrate S-HOT indicators. Future research is recommended to proceed to the stages of development, validation, and practicality testing of S-HOT-based DSI assessments in physics learning.
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