Development of Learning Style-Based Mathematics Problem Solving Instruments to Measure Elementary School Students’ HOTS
DOI:
https://doi.org/10.53797/aspen.v6i2.2.2026Keywords:
Mathematical Problem-Solving Ability, Learning Style Preferences, HOTS Assessment, Educational Measurement Instrument, Psychometric EvaluationAbstract
Problem-solving skills can be enhanced through the development of measurement tools that integrate learning styles into both the learning process and the completion of Higher Order Thinking Skills (HOTS) tasks. Learning styles influence how students receive, process, and apply information, thereby shaping their strategies in solving mathematical problems. This study aims to analyze the content validity, empirical validity, reliability, and item characteristics of the developed instrument while aligning it with students’ learning style preferences. A quantitative approach with an instrument analysis design was employed. The subjects included expert validators and elementary school students. Data were collected through validation sheets, a mathematical problem-solving test, and a learning style questionnaire to identify students’ cognitive tendencies. Data analysis involved Aiken’s V, Product Moment correlation, Cronbach’s Alpha, test–retest, and item analysis using SPSS and Microsoft Excel. The results show that the instrument meets the criteria of validity, reliability, and good item quality. The instrument is not only aligned with problem-solving indicators but also accommodates variations in learning styles. Cognitive learning styles influence how students analyze and solve HOTS-based problems; thus, integrating them into assessment provides a more meaningful evaluation of students’ mathematical problem-solving abilities.
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