PENGEMBANGAN SOAL HIGHER ORDER THINKING SKILLS SEBAGAI TES DIAGNOSTIK MISKONSEPSI MATEMATIS SISWA SMA

The need for developing students' higher order thinking skills is the main indicator in the application of HOTS-based questions in high school mathematics learning. The results of the implementation have not shown satisfactory results. The high level thinking ability of students in Indonesia in Mathematics is still very low. Therefore, a HOTS-based diagnostic test is needed which is able to detect the mathematical misconceptions of high school students as the aim of this study. Based on the research objectives, the method of this study is a qualitative method with research design using the Plomp model research design. The subjects of this study were several students and teachers at a school in Cirebon Regency. The results showed that four HOTS questions could be developed based on three aspects, namely, arithmetic, algebra, and geometry. The problem was developed to detect three forms of misconception, namely, theoretical, classification, and correlational misconceptions. The four questions that have been developed were assessed through the readability test of students and teachers, and CVR and CVI tests were carried out on eight mathematics teachers with valid results. Based on these results it can be concluded that the HOTS questions developed can be implemented for students to detect forms of mathematical misconceptions of high school students.

Effectiveness of the Implementation of Cognitive Conflict Strategy Assisted by e-Service Learning to Reduce Students' Mathematical Misconceptions

Students' mathematical misconceptions are types of errors that are carried out consistently in different contexts as a result of errors in the cognitive structure of students. The purpose of this study is to describe the types of errors made by students in solving mathematical problems and determine the effectiveness of the application of assisted by e-Service Learning, in reducing misconceptions and improving students' mathematical problem-solving abilities. The population of this study was seventh-grade junior high school students in Buleleng Regency. The sample of this study consisted of 109 students spread across three school areas, determined by the area cluster random sampling technique. Research data were collected using tests, observation sheets, and interview guidelines. Data analysis was performed descriptively qualitatively and using the t-test. The results of this study were the number of students who experienced substantial errors of 29.4% consisting of 22.2% misunderstanding the concept and 7.2% misconceptions; and technical errors 41.7% consisting of 13.6% arithmetic errors, 14.5% procedural errors, and 13.6% symbol errors. The application of Cognitive Conflict Strategies assisted by e-Service Learning can reduce students 'misconceptions by 85% and is effective in improving students' mathematical problem-solving abilities.