Open AccessHow to design open-ended questions? : Literature review
Author(s) -
Rahma Agustianingsih,
Ali Mahmudi
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1320/1/012003
Subject(s) - closed ended question , mathematics education , function (biology) , simple (philosophy) , computer science , subject (documents) , order (exchange) , process (computing) , psychology , epistemology , world wide web , operating system , philosophy , finance , evolutionary biology , economics , biology
There are two types of questions that teachers can use in the learning process, that is closed-ended and open-ended questions, but only open-ended questions that can stimulate the students to develop their higher-order thinking skills. Although this type of question has an important function for students, it turns out the questions contained in the textbook are still in the form of closed-ended questions and to design open-ended questions takes a lot of time and effort. Therefore, a literature study is needed to find simple strategies that can be used to design open-ended questions. Based on the findings, there are 5 strategies that can be used to design open-ended question, namely modifying closed-ended questions, working backward, design the questions to determine “who is correct ?”, using the problem-posing principle and design the questions to determine “ what’s wrong with this ?”. The results of this literature review also found that open-ended questions can also be used to identify students’ conceptual understanding, reasoning and misconception.