Validitas–reliabilitas instrumen HOTS Ekonomi SMA: Model Borg & Gall yang dimodifikasi

Abstract

Penelitian ini bertujuan untuk: (1) memetakan praktik guru dalam mengukur kemampuan berpikir tingkat tinggi (HOTS); (2) menguraikan langkah pengembangan instrumen; (3) menilai kelayakan instrumen dari sisi validitas dan reliabilitas; serta (4) memotret tingkat HOTS Ekonomi peserta didik kelas XI SMA Negeri se Sub-Rayon V Klaten. Riset pengembangan menggunakan model Borg & Gall yang dimodifikasi, mencakup studi awal dan pengumpulan informasi, perencanaan, pengembangan produk awal, uji coba lapangan awal dan revisi, uji coba lapangan akhir, serta revisi produk akhir. Subjek penelitian adalah 155 siswa kelas XI IPS. Data dikumpulkan melalui tes; validitas isi ditelaah oleh penimbang ahli dan dianalisis menggunakan Aiken’s V, sedangkan analisis butir dilakukan dengan Iteman 3.00. Hasil menunjukkan: (1) guru pada umumnya belum menyelenggarakan pengukuran HOTS secara sistematis; (2) tahapan pengembangan tersusun dan dapat direplikasi; (3) diperoleh 16 butir soal yang dinyatakan valid berdasarkan Aiken’s V dan reliabel dengan koefisien alpha 0,796 (kategori kuat); dan (4) tingkat HOTS Ekonomi siswa berada pada kategori sedang. Temuan ini menegaskan pentingnya pengembangan instrumen HOTS yang tervalidasi untuk mendukung asesmen pembelajaran. Penelitian lanjutan disarankan memperluas sampel dan menilai hubungannya dengan capaian kognitif lain guna memperkuat generalisasi.

Validity and reliability of a HOTS Economics test for senior high school: A modified Borg & Gall Approach

Abstract: This study aims to: (1) map teachers’ practices in assessing higher-order thinking skills (HOTS); (2) describe the steps for instrument development; (3) evaluate feasibility in terms of validity and reliability; and (4) profile Grade-11 students’ HOTS in Economics at public senior high schools within Sub-Rayon V Klaten. A modified research-and-development approach based on the Borg and Gall model was employed, covering preliminary investigation and information gathering, planning, initial product development, a small-scale tryout with revision, a final field tryout, and final product revision. Participants were 155 Grade-11 social-science students. Data were obtained through a test; content validity was reviewed by expert judges and analyzed using Aiken’s V, while item analysis was conducted with Iteman 3.00. The results indicate that: (1) teachers generally had not implemented systematic HOTS assessment; (2) the development sequence was well-structured and replicable; (3) the finalized test comprised 16 items that met content-validity criteria and demonstrated reliability with Cronbach’s alpha of 0.796 (strong); and (4) students’ HOTS in Economics fell into the medium category. These findings highlight the need for validated HOTS instruments to support instructional assessment. Future studies should include broader samples and examine relationships with other cognitive outcomes to strengthen generalizability.