Abstract
Asking activity is a form of class interaction that needs attention. With the asking activity, it can increase the questioner’s knowledge. This study aimed to identify the questions form that filed by teachers and students in the classroom following the framework of thinking mandated in the revised Bloom Taxonomy and to explore the problems faced by lecturers in implementing the HOTS-based learning process. This study used qualitative methods by applying observation sheets and interview to collect data. The data analysis of this research used analysis of domain, taxonomy, component, and theme. The results of this study indicate that lecturers and students have applied the principles of Higher Order Thinking Skills (HOTS) from core learning activities to final learning activities. The form of the question is in level C4 (Analyzing), C5 (Evaluating), and C6 (Creating), but in the form of Creating questions, students still need to increase the frequency in asking. The problem faced is the difficulty in stimulating students who can answer and ask questions at level C6 in HOTS. Therefore, lecturers also try to overcome these problems by implementing strategies in the learning process.
Highlights
Classroom interaction is one of the factors that supports the success of the learning process.With class interactions, teachers and students do the process of transfer or share knowledge (Harmer, 2003; Supriyadi, 2011)
To explore the problems faced by lecturers in implementing Higher Order Thinking Skills (HOTS)-based learning processes?
Referring to the questions of this research, the results of this study are divided into two parts, namely the form of questions posed by the lecturer and students in the class according to the classification framework mandated in the revised Bloom Taxonomy and the problems faced by lecturers in implementing HOTS-based learning processes
Summary
Teachers and students do the process of transfer or share knowledge (Harmer, 2003; Supriyadi, 2011). In learning English, Brown (2007) states that interaction is a way to activate the students and indirectly improve their ability to communicate and collaborate well. To achieve good interaction in class, it requires the role of the teacher. A teacher must think of various efforts to enable students to interact (Lomi, et al 2020) and convey the meaning of the material in good way (Febriani, et al 2020). By asking questions to students, a teacher has trained students to be able to think in looking for the answer to these questions. Likewise, when teachers encourage students to ask questions, it automatically activates students to think
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