ANALYZING PHYSICS ITEMS OF UN, TIMSS, AND PISA BASED ON HIGHER-ORDER THINKING AND SCIENTIFIC LITERACY

Abstrak / Ringkasan

his study aims to analyzing physics items of The National Examination (Ujian
Nasional/UN), Trends in Mathematics and Science Study (TIMSS), and Program for
International Student Assessment (PISA) based on higher-order thinking and
scientific literacy. The higher-order thinking and scientific literacy has criteria: a)
on the thinking process taxonomy of analyzing, evaluating, and creating, and also
they are in the knowledge dimension of conceptual, procedural and metacognitive;
b) having a divergent construct of item; not only to measure the competency in
cognitive, but also to measure science process skills and affective; to facilitate
several science process skills; the stem of item use the stimulus in the student s daily
life or the phenomenon near the students; and not only to measure the science
cognitive but also to measure the student affective and how to use the science
knowledge in their daily life. Sample of researched-items were 17 items of UN
SMP/MTs 2013, 24 items of TIMSS 2007 (released items), and 17 items of PISA
2006 (released items). Results of this study showed: 1) the percentage of higherorder thinking and scientific literacy in physics items of TIMSS, PISA, and UN
were 0.58; 0.53; and 0.35 respectively. The physics items of TIMSS, PISA, and UN
also revealed that they are already related to the student daily life, but the i tems of
PISA are higher in the aspect of contextual, complexity, and reality in the daily life
than the others.

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