Quality of algebraic numeration problems to measure higher order thinking skills using partial credit model

Abstract

Higher-order thinking skills are abilities that all students must possess. Students are given algebraic numeracy questions to measure this ability. This research aims to determine the quality of algebraic numeracy questions based on their validity and reliability. This type of research is quantitative, with analysis using a partial credit model with 28 students as research subjects. The results in this study were that the 10 numeration questions developed were valid because they met at least one of the validity and reliability criteria with an item reliability value of 0.82, indicating that the instrument could measure high-level thinking skills well.