Higher Order Thinking Skills (HOTS) Items in Form 5 Chemistry :Oxidation & Reduction
Nurfarahin Binti Harun, Nurulasyiqqin Binti Ahmad Shah, Siti Najihah Binti Jamal Faculty of Education, Universiti Teknologi Malaysia (UTM)
ABSTRACT
Working group course construction item entitled Higher Order Thinking Skills (HOTS) aims to expose and train students for the course Learning and Assessment in Science and Mathematics Education in building skills HOTS shaped test questions for classroom assessment. These efforts are in line with the aspirations of school-based assessment that requires teachers and students to cultivate HOTS in teaching and learning in the classroom. Apart from building 21 HOTS item, members of the group were also asked to make the validity of all the items by at least by three experts validity of the more experienced. With the cooperation of all members of the group, 21 items HOTS was built and has gained legitimacy from three experts validity of the already consists of teachers with extensive experience in Chemistry science education. Out of the 21 HOTS items constructed, 11 items need to be fixed and reviewed while the 10 item is received by the first experts. 18 items is accepted, 2 items need to be fixed and reviewed while 1 items only is not accepted by second experts. All the items are accepted by the third expert validity except 1 item need to be fixed and reviewed.
Keyword: Higher Order Thinking Skills (HOTS), School-based assessment, Chemistry
1.0
INTRODUCTION
In Vision of 2020, Education in Malaysia has undertaken a paradigm shift with the aim of carrying out goal on the assessment of potential students in a holistic and integrated manner to produce a balanced student of the spiritual, physical, intellectual and emotional. In fact, this goal is to produce students who vast knowledge, honourable, competent and devoted to the prosperity of society and the state.
According to the Prime Minister of Malaysia, social capital and economic development is a major contribution to educational innovation. In addition, through the education system can also be used as a catalyst of ideas and creativity where the
young generation can compete in the job market as well as being the driving pulse of the economy. In fact, the education system must also ensure that the New Economic Model, the Government Transformation Programme and the Economic able to function properly because it has become the foundation for economic development in a globally competitive economy (Pelan Pembangunan Pendidikan Malaysia 20132015, November 2015).
The Ministry of Education has worked to improve achievement students by providing an efficient education system in which the construction of Higher Order Thinking Skills (HOTS) or also known as Kemahiran Berfikir Aras Tinggi (KBAT) was implemented in the schools, colleges and universities. This is so because Higher Order Thinking Skills among the students are very important in which to enhance students’ cognitive level. Basically, at the global level that the 3M (reading, writing and count) is not enough for the students who will leave school. The importance of acquire knowledge is not the key for success but also builds higher-order thinking skills (HOTS). In this context, one of the initiatives introduced by the Ministry of Education is a program blending the skills to think critically and creatively in the process of teaching and learning. The program was introduced in the curriculum of teacher education in 1993 (Rajendran, 1998a).
Higher Order Thinking Skills (HOTS) is each student will implement the curiosity and acquire knowledge throughout their lifelong learning to enable them to connect various disciplines and create new knowledge. Each student needs to master a variety of cognitive skills including innovation in reasoning, critical and creative thinking. This field is given less attention, less able to lead students applying knowledge and critical thinking outside the academic context.
2.0
THE RATIONALE OF RESEARCH
Among the importance of this research is to expose to the teachers on how to build a HOTS items properly. This is because some teachers still do not understand and know how construction of HOTS items is done. So, through this research, the teachers can enhance their skills to build a HOTS items. Moreover, the aim of this research is to provide knowledge to teachers and students about higher order thinking skills. Basically, the construction of HOTS items is based on the applying Bloom’s Taxonomy which is applying, analyzing, evaluating and creating. All these taxonomy, can guide the teachers to construct the HOTS items. In this case, the teachers need to understand all the stage of taxonomy before constructing the HOTS items. This is because to prevent the teachers from misunderstanding of items construction.
Besides that, the construction of HOTS items is for getting the teachers to know and relate the items with the real life situation. This is so that to test the ability and cognitives teachers to build the HOTS items by individual or grouping. After the
constructions of items, it will give benefits to students in which the students are able to think critically about the problem of questions as well as it will test the level of students’ thinking. In addition, these important of construction items can foster the students who can build inquiry and learn how to continue to earn a lifetime of knowledge that can relate to different of knowledge and create new knowledge. So that every student will have a level of thinking that in line with the National Education Philosophy (Pelan Pembangunan Pendidikan Malaysia 2013-2015, November 2015).
3.0
SELECTED TOPICS
Our group has selected the topic based on the curriculum of secondary school syllabus for form 5 that is Chapter 3 Oxidation and Reduction.
3.1
Rational Selection of Topics
3.1.1
Application In Our Daily Life
A redox reaction can be defined as a reaction that involves oxidation and reduction that occurs simultaneously, involve in transfer of electrons or change in oxidation number. This redox topics has very wide range application in our daily life such as photosynthesis in plant, respiration, combustion and corrosion.Thus, with this topics empowers students to obtain their knowledge in science and technology in the situation and daily life practices.
3.1.2
Wide range of scope
This topic is a topic that has a wide scope and includes the knowledge content of scientific knowledge, procedural knowledge and epistemic knowledge. Aspects of content knowledge can be seen in the learning objectives that is understanding the oxidation and reduction process . As for procedural knowledge also requires students to master the practical work. This aspect can be seen in the second to fourth learning objectives of this topic to Analysing Rusting as Redox Reaction, Understanding the Reactivity Series of Metals and Its Application and Analysing the reaction . For epistemic knowledge is seen in the fifth learning objectives that is Appreciate the ability of change the oxidation numbers. Therefore overall view of this topic has wide scope , the distribution of the items are made as per Table Test Specification can be dispersed in order to test students to cover various learning outcomes.
3.1.3
Continuity with learning Chemistry Form 4
Form 5 education in school science stream is continuation of the teaching Form 4 for the same flow based Syllabus established by the Ministry of Education .P & P process occurs in stages according to the level of thought and maturity of students. So basically, the concept and understanding of the beginning of construction of a topic teaching is not much different. In this study, focusing on development issues faced by the students of Grade 5 science stream in learning Chemistry Redox Reaction .In this lesson, students are exposed to facts, theories, concepts and laws related to the redox reaction. This topic is sustainable in the Electrochemical topics in the syllabus of Chemistry Form 4. Therefore, clearly stated here that, the basic concepts of this topic should have been occupied by students.
3.2
Learning Objective
Table 1 shows the learning objectives for the subject of Chapter 3, entitled Oxidation and Reduction or Redox Reactions (Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, 2013).
Table 1 Learning Objective In Redox Reaction A.
Analysing Redox Reactions Definition of oxidation and reduction Explain redox reaction State the definition of oxidizing agent and reducing agent Calculate oxidation number of element in a compound Correlating oxidation number elements with name compounds according to the IUPAC naming system. Describe with an example, the oxidation process and reduction in terms of changes in oxidation numbers Describe with example the oxidation and reduction process in term of transfer of electron Explain with example the oxidizing agent, reducing agent in redox reaction Write oxidation half equation , reduction half equation and ionic equation B. Analysing Rusting as Redox Reaction State the condition for rusting of iron State the definition of corrosion of metal Explain the rusting process from oxidation and reduction aspect Generate the idea for prevention of rusting by using other metals Explain with example, the usage of more and less electropositive metal in preventing the rusting of metal C. Understanding the Reactivity Series of Metals and Its Application Comparison the differences of reactivity of metals with oxygen
Define the reactivity series of metals Define the position of carbon and hydrogen in the reactivity series of metal State the definition of reactivity series Explain the extraction process of tin from its ore Explain the usage of carbon as the main reducing agent in the extraction of metal Using the reactivity series of metals to predicting the possible reaction for metal D. Analysing the reaction Explain with example, the process of oxidation and reduction at the electrode in the electrolytic and chemical cell State the difference between the electrolytic and chemical cell from the basic structure, change in energy and transfer of electron at the electrode Compare and differences the electrolytic and chemical cell from the oxidation and reduction term. E. Appreciate the ability of change the oxidation numbers Explain the range of application of changes oxidation number of material Explain the existence of various ores in our country Explain the ways in preventing the corrosion of metals Describe the contribution of extraction metal industry in improving our economy Appreciate the chemical cell as renewable energy. 3.3
Table of Specification (JSU)
One way to plan for the construction of the test is the Table of Test Specifications (JSU). JSU also known as 'test blueprint' is the first step in developing a test that determines the content criterions to be tested and the sum of items for respectively of the standard ( Szafranski and Qing, 2009). According to Zimmaro (2004), JSU is a matrix or chart that represents the number of items to be tested in accordance with the objectives of each topic and benchmark. Construction JSU can help teachers identify skills or objectives to be tested. Through JSU, teachers or coaches will be able to design test topic or skill to be tested in the item proposed by cognitive level in Bloom's Taxonomy (Pusat Perkembangan Kurikulum, 2001). Bloom Cognitive level used in the JSU are applying, analysing, evaluating and creating.. However, Mohamad Fauzi (1996) argues that teachers need not use cognitive levels of Bloom's Taxonomy solely in the JSU. Instead, teachers can build and customize your own item by item to be tested.
3.4
Preparation for Table of Specification (JSU)
JSU that is completely well organized is very helpful for drafter of exam papers and exam question builder item. Among the purposes of providing JSU is like being able to build and prepare test questions for more systematic. In addition, to
avoiding tests that are built carelessly. Besides, JSU will ensure the validity and reliability of questions, based on the validity of the sampling syllabus book. Construction JSU also can stabilize the level and difficulty of the test from time to time even if construct by different drafter question paper. Questions that will be created following the distribution of the title is definitely in a balanced and cover the entire lesson. Therefore, a comparison can be made between a test with another test. The method of preparation according to the Pusat Perkembangan Kurikulum, 2001, is by following the sequence of steps that are the teachers need to select the topic to be evaluated in a test, then they need to define the learning outcomes clearly and concisely. Next, the teacher need to determine the number of items suitable for every level of skill and then the teachers wrote a number of item in a box or column in the JSU table. The teachers eventually need to check the number of items and the percentage of all the items in rows and columns in the JSU table to make sure there is no mistake .
4.0
CONSTRUCT TEST ITEMS BASED ON BLOOM TAXONOMY REVIEW AND JUSTIFICATION
Figure 1 Revised Bloom Taxonomy (Krathwohl and Anderson, 2001; Malaysian Examinations Board, 2013)
Bloom's Taxonomy of Educational Objectives (1964) was used to describe constructs built to test the student's cognitive. At the outset, Bloom's cognitive level are divided into 6 stages which are knowledge, comprehension, application, analysis, synthesis and evaluation. However, Lord Anderson has been suggested an improvements to the Bloom's taxonomy and convert nouns into verbs. From knowledge to remembering, comprehension to understanding, apply to applying, analyze the analyzing, evaluate to evaluating and synthesis to creating. From the 6 cognitive stages, 4 out of 6 levels has the characteristics of high level thinking skills (HOTS) which are applying, analyzing, evaluating and creating.
According to the Malaysian Examinations Board (2013), HOTS is the capability to apply values, skills and knowledge in making reflection and reasoning for problem solving, decision making, innovative and capable of creating something. Basic cognitive process is to generate and organize information, analysis skills, synthesis, creativity and evaluation process. There are four levels in the cognitive domain in HOTS: applying, analyzing, evaluating, and creating as in illustration Figure 1 and the following description: Applying: run or use a procedure through execution or implementation. Students must present, complete, classifying, review, illustrate, use and resolve.
Analyzing: Class the material or concepts into parts small, determine how the parts relate to each other or linked to each other or to explain the overall structure or purpose. Students should compare, explain, test, identify, categorize, investigate and differentiate.
Evaluating: Making judgments based on criteria and standards through examination and criticism. Students must justify, assess, recommend, decide, judge, propose and choose.
Creating: Placing (included) different elements together to form an integrated or fully practical; restructure the different elements into a pattern or new structure through the generation, production or planning. Students need to create, design, plan, design, build / construct and imagine.
5.0
BACKGROUND OF EXPERTS VALIDITY
Expert Validity 1 Table 2: Background of Expert Validity 1
NAME DATE OF BIRTH POSITION TEACHING EXPERIENCE EDUCATIONAL BACKGROUND CAREER ACHIEVEMENTS
CONFIDENTIAL CONFIDENTIAL CHEMISTRY SUBJECT TEACHER 33 YEARS
BACHELOR OF SCIENCE (HONS.) EDUCATION, UM EXCELLENT CHEMISTRY TEACHER
Expert Validity 2 Table 3: Background of Expert Validity 2 NAME DATE OF BIRTH POSITION TEACHING EXPERIENCE EDUCATIONAL BACKGROUND CAREER ACHIEVEMENTS
AHMAD SAIFUL BIN ABD RAHMAN 17 MAY 1987 CHEMISTRY SUBJECT TEACHER 5 YEARS
BACHELOR OF SCIENCE AND CHEMISTRY EDUCATION -
Expert Validity 3 Table 4: Background of Expert Validity 3 NAME DATE OF BIRTH POSITION TEACHING EXPERIENCE EDUCATIONAL BACKGROUND
ZAIFUL ZAKARIA 10 JANUARY 1972 SENIOR ASSISTANTS TEACHER 13 YEARS
CAREER ACHIEVEMENTS
6.0
BACHELOR OF SCIENCE (HONS.) BIOMEDICAL UKM IN 1996 DIPLOMA KPLI CHEMISTRY OPTIONS IN 2001 APC 2004 SMART FOCUS REVISION TECHNIQUES. HUMAN CAPITAL MOTIVATION CHAMPION.
THE VALIDITY OF ITEMS
After going through a process such as the provision of table of items specification and construction items, the item should be evaluated by an expert in the
subject of the item. Evaluation of an item by an expert should be done before the test is administered to students. This whole process can help in ensuring the quality of test items in terms of validity, reliability and then measuring with fair (Hale, 1980). Validity of an item is essential to maintain the accuracy of such items prone to defects. For example, the higher level of validity of a questionnaire, the more precise the data obtained.
Validity refers to which extent a test is actually testing the items to be tested. In a nutshell, it means some test should measure what should be measured. The validity of the test is based on the purpose of the tests is held. There are three types of validity to prove the validity of an item, namely the content validity, the predictive validity, the concurrent validity and the construct validity (Fraenkel & Wallen, 1996). Validity consists of four types of validity as follows:
Concurrent validity
Construct validity
VALIDITY
Content validity
Predictive validity
Figure 2 Type of Validity
6.1
Content validity
This determines the extent of the validity of the test covers the field test to be tested. Test items include test content to be measured. To achieve the legitimacy of the content, the content of the test shall be determined and in accordance with the purpose of the test is held, stage or category objectives education for every title and so on. Among the characteristics of the content validity is the test content represents
things that are to be measured or tested, measure mastery of specific knowledge or skills for certain subjects. Furthermore, teachers should ensure that each constructs tested represent every important aspect in lessons are taught and a best way to ensure the validity of a test is by prepared a table of test specifications.
6.2
Predictive validity
The validity of predictions means that the accuracy of a test to predict actual abilities of a candidate to perform a task in other situations in the future. Predictive validity can be determined by accurately assess either the prediction made currently could be verified from the information collected in the future. For example, a student obtains 8 A's in trial examination at the school and also obtained similar performance in actual Sijil Penilaian Menengah, SPM examination. In this case, the trial examination at school is said to have high predictive validity for determining achievement students in the SPM examination.To get a high predictive validity of a test, the items constructed should really examine matters related to ability, skills or qualifications required in the terms of reference in the future.
6.3
Construct validity
The construct validity is a feature that is contained in a test used to measure trait, behavioral or human's mental trait. The purpose of the test was to measure the degree to which a test can determine hypothetical constructs with respect to nature and human behavior, for example, intelligence, creativity, or lack of feeling. This is because the trait is not can be observed directly, but can be made based on the forecast behavioral effects that may be observed.
6.4
Concurrent Validity
Concurrent validity refers to someone achievements in a test is match with the other certified tests performance. This is a correlation between a group of student's test scores based on certain criteria. The test is administered within a short period or at the same time. A test that has high concurrent validity if the test items can verify the measurement of any characteristics or showed consistency in measurements. Other examples include the high concurrent validity of the tests for mathematics and science, but low concurrent validity for Mathematics and English
test. Another example is if you make a mistake in a test, when the test is repeated and you still repeat the error, then the test can be said to have concurrent validity.
7.0
DISCUSSION
Item 1
According to item 1, expert validity 1 is accepted the items but need to be repaired and re-evaluated. This is because such items did not reflect the accuracy and clarity in terms of construct items, no stimulus, did not show the usual context and the item did not relate with real life situation. Meanwhile, experts validity 2 is accepted the item which is included the aspect of curriculum, accuracy and clarity of context, have a level of difficulty and has a stimulus. In fact, item 1 is accepted by the expert validity 3. Only items did not reflect the real situation in everyday life.
Item 2
According to item 2, experts validity 1 is accepted the item but need to be repaired and re-evaluated. This is because such item did not meet the compatibility level of difficulty, importance and justice. In fact, the lack of features HOTS item that is no stimulus image, did not test the idea, the context is not uncommon and is not applied in real situations in daily life. Meanwhile, experts validity 2 is accepted the item in which it is comprise the specification, context, level of difficulty reasoning test items for students and non-recurring items. On the other hand, item 2 is accepted by experts validity 3. However, according to him that this item has no stimulus, no multi-level thinking, did not show the context of non-conventional and non-real situations in everyday life.
Item 3
According to item 3, the expert validity 1 and 2 stated that the item is accepted. However, this item did not indicate suitability in terms of importance, stimulus, not a common context and no real situation in everyday life. In fact, item 3 is accepted by experts validity 3. However, the lack terms of item features HOTS which is no stimulus, not a common context and not the real situation in everyday life.
Item 4
According to item 4, the expert validity noted that the item must be repaired and re-evaluated. This is because of the precision and clarity in terms of item constructs unclear and unfair. The answer to this item are two answers which is A and C. It is also no stimulus and instead of the usual context of real situations. Meanwhile, experts validity 2 accepts this item because it has the opportunity conformity, conformity of interests test item and the level of thinking and a clear stimulus. In the other hand, this item is accepted by experts validity 3 in which the item covers all aspects except the item did not show the real situation in everyday life.
Item 5
According to item 5, the experts validity 1 said that this item must be repaired and re-evaluated. This is because the construct of item is less clear and precise and not fair if the item is given to the students. In fact, this item does not match the item HOTS which is no stimulus, using a common context and did not reflect the real situation. Meanwhile, experts validity 2 is accepted the item because it is based on the curriculum, the item has a context accuracy, fairness and appropriateness of this reaction is the reaction of the real situation in everyday life. Experts validity 3 has received this item as it covers all aspects except for item no stimulus at all.
Item 6
Item 6 was a objective question from the subtopic in state the condition for rusting of iron. This item takes into account students' prior knowledge about factors that caused rusting process. This item is constructed with medium difficulty level and using constructs analysed to test the student thinking what caused the factory in industrial rusting faster than residential area. The first ,second and third expert validity accept the item 6 as KBAT item because in this item according to the 1 and 3 expert validity agreed that item 6 satisfy almost all on aspect of conformity, accuracy and clarity and suitability except on the specification. Besides, the 1 expert validity agreed it satisfy on KBAT criteria except on multi level of thinking. Meanwhile, the 2 expert validity only tick on each box that represent conformity,accuracy and clarity and suitability and the item criteria KBAT is has real situation in daily life.In other hand, the third expert agreed on the all aspect in KBAT criteria.
Item 7
Item 7 is shaped as multiple choice and constructs that emphasize the context of apply the knowledge in oxidizing agent in real life situation. Level of difficulty of this item is moderate and students' prior knowledge is knowledge about oxidation and reduction process. All the expert has accepted this item as KBAT. The first experts validate each category of items in the assessment of conformity , accuracy and clarity, and suitability except on specification and justice . This expert said it almost fulfilled the KBAT features item except on multi-level thinking. Meanwhile 2 expert validity only tick on each box that represent conformity,accuracy and clarity and suitability and the item criteria KBAT is has real situation in daily life. As for the expert validity 3, validate the assessment item for conformity , accuracy and clarity, and suitability except on specification. Beside, this expert agreed on all the aspect in KBAT criteria.
Item 8
Item 8 is shaped item multiple-choice and constructed by analyzing the level constructs that emphasize the context of rusting iron. Level of difficulty of this item is moderate and students' prior knowledge is knowledge of the electrochemical corrosion of metals. The purpose of this item is constructed to test the students' understanding in the prevention of rusting iron. All the experts validate the item 8 and accept the item as KBAT .This is because the expert validity 1 and 3 has agreed that item 8 satisfy on aspect of conformity, accuracy and clarity and suitability except on the specification. Moreover, they said it fulfilled all the features KBAT item. In other hand, the expert validity 2 only tick on each box that represent conformity,accuracy and clarity and suitability and the item criteria KBAT is has real situation in daily life.
Item 9
For item 9, given a complete chemical equation of oxidation process of glucose along with the description in paragraph form. The construct is require the student to analyze the correct oxidation and reduction half equation. Then, the students have to balance the equation. This item is constructed to test the student knowledge in balancing the redox equation . The level of this item is high because it require the students to balance the electron to make sure the equation is balance. This item is accepted as item KBAT by expert validty 1, because satisfy three main criteria of the assessment conformity, accuracy and clarity and suitability except on the specification, the importance and justice. In addition, these items meet all the characteristics of KBAT item. In contrast, the expert validity 2 and 3 said this item need to repair and evaluate again eventhough it represent one of the aspect in
conformity, accuracy and clarity and suitability. Beside they agreed only the KBAT criteria is non-recurring item.
Item 10
For item 10, the table given as the stimulus together with a description in short paragraph form. The item is construct for student to analysing the different reaction of reactivity of metals with oxygen .The students need to analyse from the observation given in the table. Thus, this item is high level and they need to recall back from their prior knowledge in reactivity series of metal. The experts validity 1 and 2 expressed their opinion that this 10 item need to be repair and re-evaluate. This is because it does not meet all the aspect in conformity, accuracy and clarity and suitability and also the KBAT criteria. Contrast to the expert validity 3, that accept the item because it almost fulfilled the aspect in conformity, accuracy and clarity and suitability except on specification. As for the characteristic on KBAT item the expert agreed except on context is not unusual and real situations in everyday life.
Item 11
Item 11 is a moderate level of difficulty. Based on expert validity 1, items must be improved and evaluated again because the instructions on a question is not clear and does not apply to the actual situations in daily life. It does not meet the characteristics of HOTS items. However, contrary to experts the validity of 2 and 3, they receive this item as an HOTS items because it has actual situations in life, have a stimulus, different levels of thinking can be applied and non-recurring items. However, this item is said to be a common context.
Item 12
Item 12 is a moderate level of difficulty. The experts validity of 1, 2 and 3 receive item 12 as HOTS items as it fulfill the three main criteria which are accuracy and appropriateness. In addition, these items fulfill the characteristics of HOTS items which consisting of various levels of thinking, the context is not common, nonrecurring items and the item is related to situations in everyday life. However, according to experts validity 1 and 3, based on the characteristics of conformity of this item, there is no particular specification and shows that this item does not fulfill the test specification table.
Item 13
Item 13 is moderate difficulty level. According to experts the validity of 1, item 13 is same as item 12 which meet all criteria such as accuracy, suitability and also all the characteristics of HOTS item. However, this item does not meet the criteria for conformity which is no specific specifications. Expert validity 2 and 3 also receive this item as an HOTS items. According to experts validity 3, although this item does not apply the actual situation in daily life, but these items have a HOTS features and meet all the other 3 main criteria which are the accuracy, suitability and conformity.
Item 14
Item 14 is a moderate difficulty level. This item was accepted as HOTS item by the expert validity 1, 2 and 3 due to this item meet all the criteria, namely conformity, accuracy and suitability. In addition, this item also meets the characteristics of an HOTS item which contain items stimulus, consisting of various levels of thinking, the context is not common and non-recurring items, and also related to real situations in everyday life.
Item 15
Item 15 is a moderate level difficulty level. This item has also been accepted by the expert validity 1, 2 and 3. It meets all 3 main components namely, accuracy, conformity and also suitability. In addition, this item also meets the characteristics of an HOTS item which has a stimulus, various levels of thinking and not a common contexts. However, the expert validity of 1 and 3 agree and considers this item is a recurring item and does not apply to the actual situations in daily life.
Item 16
According to item 16, the experts 1 and 2 said that this item needs to be repaired and re-evaluated. This is because the item did not show the accuracy and clarity of the structure of sentences. For example, "describe the experiment in terms of observation and reason." This paragraph should be changed to a simple and easy to understand. So, this item was unfair to the students and have no correlation with the
actual situation. Meanwhile, this item is accepted by experts validity 3 where the item have all aspects except did not show the real situation in everyday life.
Item 17
According to item 17, the experts 1 said that this item should be fixed and reviewed due to the lack of accuracy of construction item, no stimulus, not a common context and the item did not apply in everyday life. Meanwhile, experts validity 2 is accepted the item where the item is precision and clarity in this context, the item has the right level of difficulty, has the opportunity and the conformity of these items are real situations in everyday life. In fact, this item is accepted by experts validity 3 where the item have all aspects except did not show the real situation in everyday life.
Item 18
Item 18 is an item that is subjective or open question. This item is analysed and application constructs, in the context of the extraction of tin from its ore. The goal of this item is built is to see students thinking about the extraction process of metal in the industry, thus it level is high. From the expert validity view ,they all accepted this item as KBAT. The first expert agreed because it satisfy almost all the three main criteria of conformity, accuracy and clarity and suitability except on specification, construct and justice. In addition, these items meet the characteristics of KBAT item except on stimulus. As for the expert validity 2 only tick on each box that represent conformity, accuracy and clarity and suitability and the item criteria KBAT is has real situation in daily life. Moreover, for the expert validity 3, agreed on all the aspect in conformity, accuracy and clarity and suitability except on specification and agreed for all the criteria in KBAT item.
Item 19
For item 19 is subjective question and it is constructed to creating the experiment from the given materials .This item is high level because the students have to think critically to answer the question. Besides, the goal of this question is to test the student to conduct the experiment to identify the location of hydrogen in reactivity series of metal. This item is accepted as item KBAT by all experts validity. This is because, the expert validity 1 agreed it almost satisfy three main criteria of the assessment conformity, accuracy and clarity and suitability except on specification and justice. In addition, these items meet the characteristics of KBAT item except on real situation in daily life. In other hand the expert validity 2, agreed on the assessment item even it only tick on each box that represent conformity, accuracy and clarity and suitability .As for the KBAT criteria the expert agreed the
item 19 context is not unusual. Moreover the expert validity 3, agreed based on the the assessment conformity, accuracy and clarity and suitability except on specification . The expert also agreed on almost all the KBAT item except on the real situation in daily life.
Item 20
Item 20 is a high degree of difficulty levels. Based on expert validity 1, this item must be improved and revalued because there is no specification and constructs. In addition, the items that are built do not show the real situation in everyday life. Therefore, these items are not accepted as HOTS item. However, experts validity 2 and 3 receive this item as HOTS item. According to experts validity 2 and 3, this item meets all the characteristics HOTS item but the item just does not have a specification only.
Item 21
Item 21 is a high degree of difficulty levels. This item must be improved and re-evaluated. According to experts validity 1, this item does not meet any requirements. In term of accuracy, there is no specific constructs and does not fulfill component aspect and clear stimulus. This shows that this item is not suitable constructed based on its level of difficulty. These items also do not meet the characteristics of HOTS item. Question that are constructed difficult to understand and many verb is not feasible. This item does not contain stimulus and not related to the actual situation. Therefore, these items must improved and re-evaluated. However, experts validity 2 and 3 receive this item as HOTS item. According to experts validity 2 and 3, this item is the real situation in daily life, but can be further improved in terms of the construction of the verb because the commands used a little difficult to understand.
8.0
CONCLUSION
Out of 21 items HOTS have been built, 15 items are in the form of multiple choice questions and 6 items are in the form of subjective questions. The overall of all items in Chemistry subjects entitled redox reaction (oxidation and reduction) which was built by all the members of the group was good and meets the requirements of HOTS items. However, there are some items that need to be repaired and re-evaluated. These items are considered to be weak and did not meet the characteristics HOTS items. Overall, these three experts have shown the positive comments but the third experts said that the construction of items (Chemistry
subject) are actually in a direct question where sometimes the elements HOTS in a question have not apply into it. Furthermore, all the experts said that the format questions and the construction of items should be referred in the past year questions.
REFERENCES Anderson, L. W., Krathwohl, D. et al (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, Abridged Edition ed., New York Longman. Bloom, B. S., Krathwohl, D. R. and Masia, B. B. (1964) Taxonomy of Educational Objectives. The classification of educational goals. Handbook 2: Affective Domain. Boston: David McKay Company, Inc. Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia (2013). Spesifikasi Kurikulum Kimia Tingkatan Lima. Pusat Perkembangan Kurikulum, Kementerian Pelajaran Malaysia, Putrajaya. Fraenkel, J.R. & Wallen, N.E. (1996). How To Design And Evaluate Research in Education. (3rd Ed). New York: McxGraw-Hill, Inc. Hale, G. et al. (1980). Effects of Item Disclosure on TOEFL Performance. Research Report N0. 8, Educational Testing Service. Princeton, NJ. Higher Order Thinking Skills Assessment. (2013). Retrieved on December 5, 2015, from the Malaysian Examination Board Portal: http: //apps2.moe.gov.my Mohamad Fauzi Yunus (1998). Pembinaan Soalan dan Analisis Item,Pembentangan Kertas Kerja Dalam Kursus Peningkatan Ilmu Dalam Pengajaran Sejarah di Jabatan Pendidikan Wilayah Persekutuan Pada 1-3 Julai 1996. Pusat Perkembangan Kurikulum (2001). Penilaian Kendalian Sekolah. Kuala Lumpur : Kementerian Pendidikan Malaysia. Kementerian Pendidikan Malaysia. (2013). Pelan Pembangunan Pendidikan Malaysia 2013-2025. (Ed.). Putrajaya: Kementerian Pendidikan Malaysia. Rajendran, N. (1998a). Teaching higher-order thinking skills in language classrooms: The need for transformation of teaching practice. Unpublished doctoral dissertation, Michigan State University, East Lansing. MI: Michigan State University. Szafranski, B., & Qing,Y.(2009). Dakota Step Test Construction Specification, Reading, Mathematics, and Science. Retrieved September 12,2011, from http://doe.sd.gov/octa/assessment/dakSTEP/docs/Dakota%20STEP%20Test% 20Construction%20Specifications.pdf. Zimmaro, D.M.(2004). Writing Good Multiple Choice Exams. Retrieved May 11, 2012, from www.utexas.edu/academic/mec.
APPENDIX A KBAT ITEM
Item 1 Zink dan plumbum(II) oksida merupakan tindak balas redoks yang ditunjukkan seperti persamaan di bawah:
Zn (p) + PbO (p)
ZnO (p) + Pb (p)
Pernyataan yang manakah BETUL mengenai tindak balas ini?
A Zink adalah agen penurunan B Plumbum(II) oksida dioksidakan kepada plumbum C Zink oksida adalah agen pengoksidaan D Plumbum diturunkan kepada Plumbum(II) oksida
Item 2 Yang manakah di antara definisi bagi penurunan dalam segi oksigen, hidrogen dan elektron adalah BETUL?
A
Oksigen
Hidrogen
Elektron
Terima
Terima
Kehilangan
Kehilangan
Terima
Kehilangan
Kehilangan
Terima
Terima
Terima
Kehilangan
Terima
B C D
Item 3 Apakah nombor pengoksidaan bagi mangan dalam Mn2O3. A -1
B +2
C +3
D 0
Item 4 Berikut menunjukkan persamaan tindak balas di antara hidrogen iodida dan klorida untuk menghasilkan iodin dan hidrogen klorida.
2HI (ak) + Cl2 (g)
I2 (p) + 2HCl (g)
Apakah perubahan dalam nombor pengoksidaan bagi klorida terhadap tindak balas ini?
A 0 kepada -1 B -1 kepada 0 C 0 kepada +1 D +1 kepada 0
Item 5 Kenalpasti sama ada setiap tindak balas ini adalah tindak balas redoks?
A ZnO (p) + C (p)
Zn (p) + CO (g)
B CaO (p) + 2HCl (ak) C S (p) + O2 (g)
CaCl2 (ak) + H2O (ce) SO2 (g)
D HNO3 (ce) + H2O (ce)
H3O+ (ak) + NO3- (ak)
Item 6 Pengaratan besi boleh menyebabkan kerugian besar akibat kerosakan struktur binaan seperti bangunan dan kenderaan. Bangunan di kawasan perindustrian lebih mudah terhakis berbanding dengan bangunan di kawasan perumahan. Mengapakah besi dikawasan perindustrian terhakis (berkarat) dengan lebih cepat ?
A. B. C. D.
Kilang mengeluarkan gas-gas seperti CO2,CO, dan NO2 Kilang mengeluarkan gas-gas seperti SO2, NO2 dan H2S Kilang mengeluarkan gas-gas seperti CH4,CO2, dan CO Kilang mengeluarkan gas-gas seperti CO2, NO2 dan H2
Item 7 Lily Tan seorang surirumah sepenuh masa, beliau mendapati baju kemeja seragam putih anaknya Aaron terdapat kesan-kesan kotoran bewarna hitam. Bagaimanakah beliau hendak menghilangkan kesan kotoran tersebut ?
A. Menggunakan larutan yang mendandungi perahan air lemon B. Menggunakan larutan peluntur natrium hipklorit ( NaOCl) C. Manggunakan cuka D. Menggunakan air kapur
Item 8 Kebanyakkan kapal laut terdapat kepingan – kepingan zink dilekatkan pada badan kapal laut. Berdasarkan gambar dibawah, pada pendapat anda apakah kegunaan kepingan- kepingan zink itu ?
A. Untuk mengukuhkan struktur kapal tersebut supaya lebih stabil B. Untuk mengelakkan berlakunya tindak balas penyesaran C. Untuk mengelakkan kapal laut daripada berkarat D. Untuk memlidungi kapal daripada berlakunya pemendakan
Item 9 C6H12O6 (glukosa ) + 6 O2
6 C 2 O + 6 H2 O
Persamaan kimia diatas menunjukkan proses redoks didalm badan manusia iaitu pengoksidaan glukosa. Oleh itu yang manakah menunjukkan setengah persamaan pengoksidaan dan penurunan yang betul? A
6 H2O + C6H12O6 6O2 + 24 e- +24H+
B
C
D
3H2O + C6H12O6
6CO2 + 24e- + 24 H+ 12 H2 O 5CO2 + 24e- + 12 H+
6O2 + 24 e- +24H+
12 H2
8H2O + C6H12O6
5CO2 + 24e- + 12 H+
6O2 + 24 e- +24H+
10 H2
4H2O + C6H12O6
5CO2 + 24e- + 12 H+
6O2 + 24 e- +24H+
14 H2
Item 10 Vivian telah menjalankan satu eksperimen telah untuk membandingkan kecergasan tindak balas logam M,E,R,dan V dengan oksigen. Jadul dibawah menunjukkan hasil eksperiment tersebut.
Jenis
Pemerhatian
Kecergasan tindak
Logam
balas Berbara dengan sedikit dengan Paling kurang cergas
M
kadar yang sangat perlahan. Serbuk hitam terhasil. Berbara dengan mengeluarkan
Kurang cergas
warna panas merah secara E
perlahan. Serbuk yang terhasil bewarna perang apabila panas dan kuning apabila sejuk Satu baraan merebak secara
R
Cergas
perlahan , serbuk perang kemerahan terbentuk Satu nyalaan terang merebak
Sangat cergas
secara perlahan. Sebuk yang V
terhasil bewarna kuning apabila panas dan putih apabila sejuk
Berdasarkan pemerhatian diatas, antara sususan berikut, yang manakah mewakili logam tersebut dengan susunan keaktifan yang semakin kurang reaktif bagi logam-logam tersebut ? A . Aurum < Kalsium < Zink< Plumbum B. Zink < Ferum < Plumbum < Kuprum C. Stanum
Item 11
Seorang pelajar membakar satu logam X yang didapati dalam bentuk reben. Reben tersebut telah membakar dengan nyalaan berkilauan & serbuk putih Y telah terbentuk di mana merupakan asas kepada alam semulajadi. Kenal pasti apakah X & Y. Apakah persamaan kimia yang berlaku.
X
Y
Tindak Balas
A
Zn
ZnO
2Zn (p) + O2 (g)
2ZnO (p)
B
Mg
MgO
2Mg (p) + O2 (g)
2MgO (p)
C
Zn
Zn2+
Zn (p) + 2O (g)
D
Mg
Mg2+
Mg (p) + 2O (g)
ZnO2 (p) MgO2 (p)
Item 12 Sekumpulan pelajar sedang menjalankan satu eksperimen untuk mengkaji pengaratan besi. Satu logam P telah dililitkan pada paku besi. Paku besi bersama logam P tersebut telah diletakkan ke dalam tabung uji yang mengandungi air dan telah dibiarkan selama beberapa hari. Yang mana antara berikut boleh menyebabkan pengaratan paku besi berlaku dengan lebih cepat?
A. Logam P kurang elektropositif. B. Atom paku besi menerima elektron. C. Logam P telah membebaskan elektron-elektron dengan lebih mudah. D. Air bertindak sebagai satu elektrolit
Item 13 Satu tindak balas redoks diwakili oleh persamaan di bawah.
X + FeCl2
XCl2 + Fe
Apa yang boleh diperhatikan jika unsur X digantikan dengan timah, Sn? A. Pepejal kelabu terbentuk B. Penyelesaian hijau dinyahwarnakan C. Tiada perubahan yang diperhatikan D. Banyak haba dilepaskan ke persekitaran
Item 14
Aisyah telah mengumpul duit syiling perak dan duit syiling tembaga. Satu hari dia memerhatikan terdapat salutan berwarna hitam di syiling perak dan salutan berwarna hijau di duit syiling tembaga. Yang mana antara berikut merupakan fenomena kimia bertanggungjawab untuk salutan ini? A. Penyesaran B. Penghakisan C. Pemendakan D. Penurunan
Item 15 Saiful telah menjalankan satu eksperimen untuk mengkaji pengaratan besi. Beliau telah memasukkan satu paku besi ke dalam bekas logam yang mengandungi larutan natrium klorida. Paku besi akan mengakis dengan pantas jika bekas logam itu dibuat daripada bahan logam ? A. Magnesium B. Kuprum C. Aluminium D. Timah
Item 16 Anda diberikan maklumat alat radas seperti di bawah:
u-tiub, wayar penyambung, elektrod karbon, pendirian retort dan pengapit, tabung uji, penitis, penyumbat dengan satu lubang. Anda juga diberikan maklumat seperti berikut: Manganat(VII) ions bertindak sebagai agen pengoksidaan Ferum(II) ions bertindak sebagai agen penurunan Cadangkan bahan kimia yang bersesuaian terhadap pernyataan maklumat di atas. Lukiskan alat radas yang telah diberikan dan huraikan eksperimen dari segi pemerhatian dan sebab. (15 markah)
Item 17
Rajah 1 a) Lukiskan anak panah pada Rajah 1 yang menunjukkan arah aliran elektron. (1 markah) b) Nyatakan agen penurunan dan agen pengoksidaan. (2 markah) c) Nyatakan warna bagi larutan kalium iodida. (1 markah) d) Cadangkan nama larutan di dalam kotak Y dan apakah fungsi larutan itu. (2 markah) e) Apabila litar itu telah disiap pasang, bacaan jarum galvanometer menunjukkan ia terpesong. i) Tuliskan persamaan separa bagi kedua-dua tindak balas. (2 markah) ii) Tuliskan persamaan ion keseluruhan bagi tindak balas ini. (1 markah) iii) Nyatakan jenis tindak balas ini. (1 markah) iv) Berikan contoh lain bagi tindak balas ini yang sering berlaku dalam kehidupan
seharian anda. Huraikan secara ringkas dari segi
persamaan separa dan persamaan ion bagi tindak balas ini. (6 markah)
Item 18 G Gambar dibawah menunjukkan kawasan perlombongan bijih timah. Terdapat
banyak bijih logam yang wujud didalam kerak bumi ini. Bagaimanapun, bijih
logam
ini
perlu
diekstrak
untuk
mengeluarkan
logamnya.
Pengekstrakan adalah satu proses penukaran bijih logam kepada logam. Besi mempunyai banyak kegunaan seperti bahan penyaduran dan mengaloi bersama logam lain.
a) Terangkan peringkat-peringkat pengekstrakan bijih timah dan nyatakan persamaan pengoksidaan dan penurukan yang berlaku . (10 markah)
b) Lukiskan secara ringkas proses a) dan apakah kaedah yang digunakan. ( 4 markah) c) Nyatakan agen penurunan dan nyatakan sebab-sebabnya. ( 2 markah) d) Selain timah, nyatakan 2 nama logam lain yang wujud dalam kerak bumi dan nama sebatiannya dalam bijih logam ( 2markah) e) Nyatakan 2 kaedah pengekstrakan logam daripada bijihnya selain C) beserta contoh (4 markah)
Item 19 Didalam industri kimpalan, mereka menggunakan gas yang boleh terbakar dengan sangat panas dan menghasilan nyalaan api yang sangat cerah. Gas ini ialah gas hidrogen. Reka bentuk satu eksperimen di makmal menggunakan bahan dibawah ini untuk menentukan kedudukan hidrogen dalam siri kereaktifan logam. Ketulan zink, Zn, 1mol dm-3 asid hidroklorik, HCl, Kalsium Klorida Kontang, CaCl2, serbuk kuprum (II) oksida, CuO, serbuk plumbum (II) oksida, PbO, serbuk zink oksida, ZnO, serbuk ferum (III) oksida, Fe2O3. Jawapan anda hendaklah mengandungi perkara yang berikut : a) Radas yang diguanakn b) Langkah eksperimen c) Gambar rajah susunan radas yang digunakan d) Pemerhatian e) Persamaan kimia yang terlibat dan siri kereaktifan logam (17markah)
Item 20 a) Terangkan maksud hakisan logam dari sudut elektrokimia. Beri satu contoh aplikasi kepada kaedah elektrokimia untuk mencegah hakisan dalam kehidupan seharian kita. (6 markah) b) Sebagai seorang saintis muda, anda dikehendaki untuk menjalankan satu eksperimen. Anda telah dibekalkan dengan bahan dan alat radas seperti berikut:
Bahan-bahan
Radas
Ferum (ii) sulfat Air bromin Asid sulfurik cair
U-tiub Elektrod karbon Galvanometer Menyambungkan wayar Klip buaya
Terangkan satu eksperimen di mana anda boleh menghasilkan tenaga elektrik melalui pemindahan elektron pada satu jarak. Anda mesti sertakan gambar rajah untuk susunan radas bagi menyokong jawapan anda. Terangkan satu ujian untuk menunjukkan penukaran ferum (II) ion yang telah berlaku pada elektrod negatif. (12 markah)
Item 21 a) Ion emas di dalam larutan sangat mudah dikurangkan dan dimendakkan sebagai logam emas dengan menambah apa-apa logam lain sebagai ejen mengurangkan. Apabila satu larutan yang mengandungi emas (I) ion perlahan-lahan dipanaskan, emas pepejal telah dimendakkan bersamasama dengan emas (III) ion.
i.
Tuliskan persamaan ion bagi tindak balas ini. (1 markah)
ii.
Menjelaskan sama ada ini adalah tindak balas redoks (2 markah)
iii.
Emas (iii) ion adalah agen pengoksidaan yang kuat. Cadangkan ujian untuk membuktikannya. (2 markah)
b) Anda dan sekumpulan pelajar sedang menjalankan satu eksperimen. Anda telah meletakkan satu jalur logam zink ke dalam kuprum (II) sulfat. Kemudian, anda mendapati tembaga logam dan zink sulfat telah terhasil. Hal ini menunjukkan zink boleh menggantikan kuprum dari larutan garam.
i.
Tuliskan persamaan kimia untuk tindak balas antara zink dan kuprum (II) sulfat. (1markah)
ii.
Jelaskan, dengan alasan, apa yang telah dioksidakan dalam tindak balas ini (4 markah).
iii.
Cadangkan satu ujian untuk mengesahkan kehadiran ion zink sebagai produk tindak balas redoks. (4 markah)
APPENDIX B
THE VALIDITY OF THE ITEM BY THE EXPERT VALIDITY 1,2,3
THE VALIDITY OF THE ITEM BY THE EXPERT VALIDITY 1
THE VALIDITY OF THE ITEM BY THE EXPERT VALIDITY 2
THE VALIDITY OF THE ITEM BY THE EXPERT VALIDITY 2
