Higher-order thinking (HOT) oriented learning: exploration of mathematics teachers’ perception

Abstract

Teacher is one of the factors of the success in implementing high-order thinking oriented learning so that students can think at a higher level. In fact, students’ high-order thinking skills are still low, so teachers’ perceptual information is needed. This study aims to describe the perception of mathematics teachers on HOT-oriented learning from the aspects of (1) curriculum, (2) books, (3) training, and (4) learning activities carried out. The research method used was a survey with a quantitative descriptive approach. The population of this study was 29 state junior high school mathematics teachers in North Banjarmasin Subdistrict. Data was collected through questionnaires and analyzed using a Likert scale, percentage, and mode. The results obtained showed that mathematics teachers had the following perceptions: (1) positive for the 2013 curriculum, (2) positive for books that were with HOT oriented but negative for examples in textbooks easily understood by students, (3) positive for training material that had been followed, (4) positive that planning is needed to construct HOT criteria, increase questioning activities, express opinions, foster creativity, and students’ critical thinking skills, but negatively increase the activity of observation, student experimentation, and scheduled timelines.