Higher order thinking skills competencies of junior high school teachers in Bogor Regency

Abstract

Providing high-order thinking skills is one of the main goals in the 21st-century learning concept which aims to form toughness and high-quality thinking skills in analyzing, evaluating, and looking for alternative solutions to the problems at hand. One of the efforts that can be made to improve teacher competence in the 21st-century learning concept is by organizing a Professional Development Program (PK) through Increased Learning Competence (PKP). This research is a quantitative study using the one-group pretest-posttest design method. The population in this study were subject teachers throughout Bogor Regency. Sampling was carried out using convenience sampling. The sample of this study was 20 junior high school mathematics teachers in Bogor Regency. The 20 teachers are called target teachers The objectives of this study were 1) how is the provisioning process for target teachers in Bogor Regency to have learning competency skills that can train students in solving HOTS questions, 2) whether there is an increase in the learning competence of target teachers. This research is a quantitative study using the one-group pretest-posttest design method. Statistical tests were carried out twice, namely before the training process (pretest) and after the training process (posttest). The instrument used in this study was a test question. The test instrument consists of a comprehension ability test in the form of short answers and problem-solving in the form of a description. The material being tested was HOTS-based junior high school mathematics.From the results of this study, it can be concluded that (1) The process of debriefing the target teachers (impact teachers) in the Bogor Regency was carried out for 5 days. The material given is grouped into 4 families, namely Algebra, Geometry and Measurement, Number Theory, and Statistics and Chances. The master trainer provides teaching to the target teacher/teacher the impact of teaching the HOTS form, followed by working on HOTS questions. (2) There is an increase in the learning competence of target teachers (impact teachers).