Validity of Scientific Higher Order Thinking Assessment Based on Dual Space Inquiry for Static Electricity Material

Putri Fatika Sari Daulay; Fuja Novitra; Festiyed; Dea Stivani Suherman

Authors

Putri Fatika Sari Daulay Unversitas Negeri Padang
Fuja Novitra Universitas Negeri Padang
Festiyed Universitas Negeri Padang
Dea Stivani Suherman Universitas Negeri Padang

Keywords:

Scientific Higher Order Thinking, Dual Space Inquiry, Physics Assessment, Static Electricity

Abstract

This research aimed to develop a Scientific Higher Order Thinking (S-HOT) assessment based on Dual Space Inquiry (DSI) for static electricity material and determine the validity level of the developed assessment instrument. The research employed the Research and Development (R&D) method using the Plomp development model, which consists of preliminary research, prototyping phase, and assessment phase. However, the research was limited to the prototyping phase, particularly the validity testing stage. The developed assessment instrument was validated by three experts in physics education using validation sheets covering content feasibility, language appropriateness, presentation feasibility, and graphical feasibility aspects. The validation data were analyzed using Aiken’s V formula. The results showed that the developed S-HOT assessment based on DSI obtained valid to highly valid categories in all assessed aspects. The content feasibility aspect obtained an average Aiken’s V value of 0.78 with a valid category, while the language appropriateness, presentation feasibility, and graphical feasibility aspects obtained average values of 0.87, 0.91, and 0.88 respectively with highly valid categories. These findings indicate that the developed assessment instrument is feasible to be used in physics learning to facilitate students’ higher-order scientific thinking skills, including scientific reasoning, critical thinking, creative thinking, metacognitive skills, and self-efficacy. Therefore, the S-HOT assessment based on Dual Space Inquiry can be used as an alternative assessment instrument to support inquiry-based and technology-integrated physics learning.

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