@article {645,
	title = {DIVERSIFICATION OF REASONING SCIENCE TEST ITEMS OF TIMSS GRADE 8 BASED ON HIGHER ORDER THINKING SKILLS: A CASE STUDY OF INDONESIAN STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {152-161},
	abstract = {The aim of this research was to assess the classification of science test items of TIMSS grade 8 based on higher order thinking skills (HOTS) and determine whether those classified-science test items can be an assessment tool in science class. Sixteen sample test items of HOTS were chosen from 37 reasoning items of TIMSS 1999, 2003, and 2011; which were 6 of analysing, 6 of evaluating, and 4 of creating. The selected items were tested to 410 ninth grade students in 14 public schools in Jember, Indonesia. Data were analysed by using point-biserial correlation to measure the index of discrimination and degree of difficulty at items of each level of HOTS test. The result revealed that the point-biserial index of discrimination for each item was higher than 0.25. The degree of difficulty of analysing, evaluating and creating test items exhibited a similar trend, which was in good range. Each test item has significant validity. Whilst reliability analysis showed that each test item was acceptable and indicating a high level of internal consistency. In conclusion, the classified science test items of TIMSS are good to use as assessment tools to measure HOTS of students in science class.},
	keywords = {higher order thinking skills, point biserial correlation, science test items},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.152},
	url = {http://oaji.net/articles/2017/987-1519060370.pdf},
	author = {Anjar Putro Utomo and Erlia Narulita}
}
@article {725,
	title = {ENHANCING STUDENTS{\textquoteright} HIGHER ORDER THINKING SKILLS IN SCIENCE THROUGH INSTAD STRATEGY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {1046-1055},
	abstract = {This research aimed to examine the effectiveness of the INSTAD strategy in comparison to other teaching strategies such as Inquiry, student team{\textquoteright}s achievement division (STAD), and lecture method, to reduce the gap of higher order thinking skills between Upper Academic (UA) and Lower Academic (LA) groups of students.The research partipants were 136 7th grade students in total, which consisted of two groups of 36 UA and 36 LA students. The students were selected through a stratified random sampling from 27 Public Junior High Schools in Surakarta, Indonesia. The treatment classes were determined through an intact group. The research design employed pre-test-post-test non-equivalent control group of quasi experiment. The higher order thinking skills were measured by essay test sheet as an instrument. Data were analysed by utilizing ANCOVA with the pre-test score as the covariate. The findings revealed that INSTAD have optimally improved higher order thinking skills in comparison with the Inquiry, STAD, and lecture method. INSTAD{\textquoteright}s were proven able to reduce the gap of higher order thinking skills between UA and LA students rather than Inquiry, STAD, and lecture method as teaching strategies.},
	keywords = {higher order thinking skills, inquiry-based learning, INSTAD strategy, student team{\textquoteright}s achievement division},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.1046},
	url = {http://oaji.net/articles/2017/987-1544860627.pdf},
	author = {Baskoro Adi Prayitno and Suciati and Eni Titikusumawati}
}
