Analysis of students' ability in completing HOTS-based Basic Physics questions

The research method used is descriptive with a quantitative approach. The research subjects were 23 students of the second semester of the Physics Education Study Program. The data collection technique used was a test by giving questions consisting of three questions covering analysis, evaluation, and creation. The research design used a quantitative approach and data collection through survey methods. The survey was conducted on students who were taking Basic Physics II courses. The survey used HOTS-based Basic Physics II questions with C4, C5, and C6 cognitive domains. The target population was all students (as many as 60 people in 3 classes A, B, and C) who were taking Basic Physics II courses in the physics education department of the Teaching and Education Faculty, Universitas Syiah Kuala, Banda Aceh. Sampling was taken by simple sampling and obtained as much as 20 students. The data collection used essay test instruments at the cognitive levels C4, C5, and C6 or in the form of high-order thinking skills (HOTS) containing content on Basic Physics II questions or specifically about dynamic electricity. Question indicators were adjusted to the II Basic Physics syllabus in Higher Education. Based on these indicators, 3 HOTS questions were developed by researchers. The three description questions (Electromotive Force (EMF) Induction, Resistor Inductor and Capacitor (RLC) circuit, and Kirchoff's Law) before being used were given to content experts and pedagogics for validation. The results of the student ability test in answering dynamic electrical questions as a whole and according to the high, medium, and low categories are shown in the table. The percentage of students who have high-order thinking skills is very good category is 15%, good category is 10%, category 25% enough, 35% less category, and 15% very poor category. The inference from these results is that in the evaluation of the Basic Physics subject, it is necessary to add more high-level standard questions. The study found that students' high-order thinking skills in solving HOTS-based Basic Physics questions are in the poor category. The results indicate that students are not trained to complete tests or questions that require analysis, evaluation, and high creativity or questions that require high-order thinking skills or HOTS. The study suggests that the ability of students to solve problems in physics lessons in the form of HOTS is relatively high, but not significant. This effort needs to be done continuously so that students are accustomed to and able to solve HOTS-shaped physics questions. The study contributes to the reference in the study of making basic physics questions in the form of HOTS. The results of this study can be used as a reference for educators and researchers to improve the ability of students to solve HOTS-based physics questions. The study also highlights the importance of developing high-level standard questions to evaluate students' high-order thinking skills in solving physics problems.