Inovasi Instrumen Penilaian Mahârah al-Kitâbah Berbasis HOTS pada Buku Teks Bahasa Arab

The twenty-first century has brought about a new type of society, the information-based society. Although this type doubtless provides a lot of opportunities for development and self realization, which are the top needs, according to Maslow hierarchy, we cannot but notice the existing downside as well. What is being promoted as a life motto worldwide is the combination of pragmatism and hedonism, which especially appeals to the youth. Such a combination presupposes that young people faced with overload of available information prove to be unwilling to memorize this information or make sure that they understand it, since they can gain access to it whenever and wherever they want or need. On the other hand, the information-based society requires a change in the existing educational paradigm, which means that the main focus of educators is shifting towards the development of higher order thinking skills (HOTS) while ignoring lower order thinking skills (LOTS). The second stage of our ongoing project deals with the distinction between lower order and higher order thinking skills with a special focus on the former [8]. We regard LOTS as an indispensable part of the development of sophisticated thinking. To prove our hypothesis we have conducted a qualitative study. Two groups of second-year bachelor students of the Higher School of Economics, who participated in the first stage of our project devoted to the development of a disposition towards critical thinking, continue to be involved in it. It is vital to note that these students are learning English as their second language. Having received the results of the first phase we thought it necessary to adjust the key concepts emphasizing the significance of LOTS and step-by-step process of developing them. For that purpose, during the first three-month cycle the students of both control and experimental groups worked with the book by John Grisham The Pelican Brief while for the second cycle we chose short stories by Alice Munro. The text-based approach was applied to teaching the students of both groups (ex-control and experimental). Special techniques were used to measure the students' level of understanding and the ability to apply the given information. In the course of the experiment we have found out that the more advanced the students' comprehension level became the better their ability to remember new words got. However, in the experimental group LOTS proved to be deeper and more logically developed. Whereas in the control group, despite a significant shift, LOTS remained more shallow and context-based. The development of HOTS and the influence of LOTS on this process will be the focus of the third stage of our project.

The information-based society determines that the key factor to achieve success is the development of sophisticated thinking. That said, the thinking process cannot be just a mere imitation of cognitive work, since the digital age requires the authentic skills of working with a flow of information that is being constantly updated. This paper deals with the last stage of the study devoted to the development of sophisticated thinking. It focuses on the enhancement of higher order thinking skills. We claim that the cognitive processes should be based on three phases: development of disposition towards both thinking process and processed information; development of lower order thinking skills which serves as an indispensable basis for developing higher order thinking skills; and development of higher order thinking skills. The omission or reordering of any of these phases may result in significant deterioration of the obtained results. The special emphasis is put on the idea that higher order thinking skills are more effectively developed when lower order thinking skills have already been interiorized. Furthermore, the development of disposition is regarded as the cornerstone of the development of sophisticated thinking in general. Also, due to its defining feature of polysemy, a literary text is considered to be the most appropriate basis for enhancing students’ thinking skills. For the purpose of verifying the theoretical ideas, a qualitative study has been conducted. The two groups of students, who participated in the first and second stages (three-month cycle each) of our project, continue to be involved in this one. They are second-year bachelor students of the Higher School of Economics who are studying English as a second language. On the basis of the ideas expressed by B. Bloom about the division between lower and higher order thinking skills and by J. Mezirow about transformative learning we designed tasks to enhance higher order thinking skills. These tasks were related to the short stories written by D. Barthelme and printed as a collection, Sixty Stories. To teach the students of both groups (control and experimental), the text-based approach with special techniques to measure the students’ level of understanding and the ability to apply the given information was used. The results of the experiment indicated that the students of both groups made headway in their application of thinking skills. However, the students of the experimental group demonstrated a more significant shift due to the fact that the development of their disposition towards cognitive processes and processed information had been specifically targeted over the course of the first and second stages of the project. Another important outcome of the study was that the participants’ frame of reference was extended which allows us to speculate that the development of sophisticated thinking may result in the change of a person’s interpretation of socio-cultural situation. Hence, a further in-depth study of the issue should be conducted.

English textbooks have an essential role in learning English subjects for students in junior high school, so the quality of textbooks must be of high quality. To make students master English language skills, they need a good quality of textbooks to improve their critical thinking skills. This research aims to find out the representation of higher order thinking skills (HOTS) and lower order thinking skills (LOTS) and the appearance frequency in the instructional questions in English textbook entitled “When English Rings A Bell” grade VIII. This study used a content analysis with qualitative approach. Six chapters of the textbook were taken as the sample. Observation and note-taking techniques were used to collect the data using observation sheet. The data were analyzed by using Miles’s et al. model regarding coding method. The research findings showed that chapters I, VI, and VII represented LOTS with the most dominant in remembering and applying. Meanwhile, the appearance of LOTS and HOTS in chapters V and XII looked nearly in balance dominating the verb remembering for LOTS and the verbs evaluating and creating for HOTS. The realization of HOTS in the chapters was less than LOTS, except chapter XIII. After the instructional questions in all activities were categorized, the distribution of LOTS in the textbook appeared in 66 (58%) and HOTS in 47 questions (42%). It is concluded that the textbook distributed less evenly in HOTS and LOTS composition. It implies that the textbook still focuses on LOTS. It is recommended that the authors of the textbook balance the HOTS and LOTS in the instructional questions proportionally to encourage students to think critically. Teachers should creatively modify the instructional questions to meet the balance.

This study evaluates the prevalence of Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) questions in Indonesian History textbooks for twelfth-grade students. Utilizing a quantitative research methodology, the study analyzes the first-semester evaluation questions from textbooks published by the Ministry of Education and Culture, Erlangga, and Grafindo. Employing descriptive statistical techniques, the analysis reveals distinct disparities in the balance of LOTS and HOTS questions. Specifically, the Erlangga textbook contains 82.6% LOTS and 17.4% HOTS questions, while the Grafindo textbook shows a distribution of 96.7% LOTS and 3.3% HOTS questions. Furthermore, a comparative assessment of descriptive questions shows that the Ministry of Education and Culture’s textbook exhibits a ratio of 38.9% LOTS to 61.2% HOTS, Erlangga has 73.4% LOTS to 26.6% HOTS, and Grafindo features 90% LOTS to 10% HOTS. The findings indicate a significant underrepresentation of HOTS-based questions in the analyzed textbooks, suggesting a potential gap in fostering higher-level cognitive skills among students.

The ability of asking and opining can be used to measure students critical thinking skills. The purpose of this study was to determine the students' ability of asking and opining at learning program of preservice biology teachers. This type of research was a survey with a qualitative descriptive approach conducted in the subject of Animal Physiology. The research was conducted in the academic year 2015/2016. The research subjects consisted of 109 students in STKIP Indonesia Makassar, UIN Alauddin Makassar, UPRI Makassar. The research instrument was observation sheet related to the students' ability of asking and opining. The data analysis related to the question quality of students showed that 76.92% questions are classified of Lower Order Thinking Skills (LOTS) and 23.08% questions are classified of Higher Order Thinking Skills (HOTS). The data analysis results related to the students ability of opining showed that 86.66% opinions are classified as Lower Order Thinking Skills (LOTS) and 13.34% opinions are classified as Higher Order Thinking Skills (HOTS). These results suggest that the students' ability to ask and to opine are not fully empowered yet in the learning process, so those abilities still need to be improved. n

Acquisition of Higher Order Thinking Skills (HOTS) is essential for mechanical engineering students as Lower Order Thinking Skills (LOTS) may not adequately prepare them for their innovative and flexible role as future engineers. HOTS require the ability to apply knowledge and skills they have learned. Most of the students find it a difficult and complex cognitive task. UG programme in mechanical engg. is typically a theory based model with limited exposure to real world problems. Project Based Learning is a teaching method in which student's gains knowledge and skills by working for an extended period of time to solve complex and real time problems. In this paper, we describe the design, implementation and evaluate the usability of an Automobile Project Implementation Template (APIT) for PBL approach. APIT is an instructional design template. The objective of the designing APIT was to assist a faculty advisor in implementing PBL for design and manufacture of an automobile. Our study reports the usability of APIT for novice faculty in mechanical engg. Also the findings for migrations form LOTS to HOTS for automobile PBL using APIT for (N=25). It reveals that APIT allowed the faculty advisor to conduct the design and manufacture of an automobile in stage wise manner and also evaluate the students learning in a systematic manner for all levels of blooms taxonomy mapping the migrations from LOTS to HOTS. Analysis showed 24% students in LOTS phase from medium strata Starburst to high strata in HOTS phase while 76% remained Aligned to medium strata. 90 % of the novice faculty felt APIT will be useful for them in planning an automobile project using PBL. The automobile PBL activity implemented using APIT has revealed high levels of student's engagement.

Higher order thinking skills (HOTS) refer to the more advanced mental processes outlined in Anderson and Krathwohl's updated version of Bloom's taxonomy (2021), comprising analysis, evaluation, and creation.". This research aimed to investigate the composition of HOTS (Higher Order Thinking Skill) in language tasks and knowledge of the English textbook on titled “Pathway” To English For SMA/MA Grade X and to explain the dominant cognitive dimension used in this textbook. The design of this research was descriptive qualitative. This research is classified as a content analysis. A table checklist based on the cognitive domain of the revised Bloom’s taxonomy was the instrument of this research. The findings of the research indicate that for language skills, this book is more concerned with HOT than LOTS with the percentage of HOTS at 58,34% and LOTS at 41,66%. The result showed The most dominant level of thinking skill of language skill in this book is analyze (C4), followed by apply (C3), remember (C1), create (C6), evaluate (C5), and understand (C2). For knowledge, it can be concluded that the composition of the Higher Order Thinking Skill (HOTS) presented in the instruction question on the English Textbook is not lower than the Lower Order Thinking Skill (LOTS) with the percentage of HOTS at 20,83% and LOTS at 79,17%. The dominant composition is Apply (C3), followed by Remember (C1), Apply (C4), and Understand (C2). The researcher concludes that for language skill and knowledge, the cognitive dimension of each instruction question is present in the imbalance portion. Based on the result, this book has followed the ministry of education regulation and mereka curriculum in providing HOTS material in the teaching and learning process for language skills and proving LOTS material for knowledge because grammar and vocabulary teach the basics of language. It is suggested for teachers who use this book to be innovative, and creative, even teachers can adapt from other sources in giving instruction to develop students’ critical thinking.

Background: One of the learning objectives is to develop a cognitive process dimension seen in cognitive learning outcomes. In fact, this has not been implemented optimally in the learning process. The Balinese culture-based biology learning model is seen as an alternative to developing the cognitive process dimension. This study aims to reveal the effect of the Balinese culture-based biology learning model through the cognitive learning outcomes of high school students in Denpasar City. Methods: This study was conducted using a non-equivalent pretest-posttest control group design. The research subjects were 144 students who were taken using cluster random sampling technique. The data collection instrument was in the form of multiple choices questions which were categorized into questions of lower-order thinking skills (LOTS) and questions of higher-order thinking skills (HOTS). Results: The results of data analysis showed that: 1) there was a significant difference in cognitive learning outcomes between the experimental class and the control class (p <0.05); 2) the Balinese culture-based biology learning model increased students' cognitive learning outcomes by 18.21%; 3) the Balinese culture-based biology learning model improves lower-order thinking skills (LOTS) by 8.44% and higher-order thinking skills (HOTS) by 17.92%. Conclusions: This study concludes that the Balinese culture-based biology learning model improves cognitive learning outcomes and has the potential to develop higher-order thinking skills of high school students in Denpasar City.
 
 

This research aims to identify the cognitive dimensions present in the textbook "Bright" and examine the composition and distribution of higher order thinking skills in reading exercises as classified by Revised Bloom's Taxonomy. The research employs a descriptive quantitative methodology, focusing on the ninth-grade textbook "Bright," published by Erlangga in 2024. Data collection was conducted using a checklist instrument. The findings reveal that: 1) The reading questions in the "Bright" textbook encompass only five cognitive dimensions: remembering, understanding, applying, analyzing, and evaluating. 2) Analysis results indicate that 92.8% of the reading questions are categorized as Lower Order Thinking Skills (LOTS), while only 7.2% fall under Higher Order Thinking Skills (HOTS). This suggests a predominance of Lower Order Thinking Skills over Higher Order Thinking Skills in the reading questions of the "Bright" textbook. Consequently, the questions presented in the "Bright" textbook primarily focus on Lower Order Thinking Skills rather than fostering Higher Order Thinking Skills. Relying solely on the English textbook as a pedagogical resource is insufficient for enhancing students' abilities in Higher Order Thinking Skills.

In the 21st century, fostering critical thinking and problem-solving skills is essential for students. This study analyzes the manifestation of Higher Order Thinking Skills (HOTS) and Lower Order Thinking Skills (LOTS) in the English textbook ‘English for Nusantara’ for Grade VII. HOTS involves higher-level cognitive processes such as analysis, evaluation, and creation, while LOTS focuses on recall and comprehension. Involving a qualitative research design with a content analysis approach, this study applied Revised Bloom’s Taxonomy, which categorize exercises into LOTS (remember, understand, and apply) and HOTS (analyze, evaluate, and create). A total of 116 exercises in the form of instructions and 67 exercises in the form of questions from listening, speaking, reading, and writing tasks were analyzed. To maintain consistency, inter-rater reliability was ensured, where the analysis was cross-verified through discussions with a validator. The findings show that LOTS dominates the exercises, with 81% of the exercises are in the form of instructions and 89% in the form of questions. This indicates a heavy emphasis on LOTS and suggests an opportunity for more HOTS integration. Based on these findings, the study recommends that teachers incorporate more HOTS-focused activities, and textbook authors should design future editions with a stronger emphasis on HOTS exercises to foster critical thinking skills. Such adjustments would better equip students to meet the demands of the 21st century.

Background: Medical curricula should encourage the development of advanced cognitive skills. Examination questions are an indicator of the cognitive level expected of students. However, it is believed that many factors, such as difficulty in maintaining objectivity in marking, large numbers of scripts and poor language ability of students lead to compiling of essay questions requiring lower cognitive levels. Objectives: The objective of the study was to categorize essay questions of the undergraduate medical program of a Sri Lankan university according to the cognitive level tested. Methods: Essay questions were classified into cognitive levels based on Bloom’s taxonomy and subsequently categorized broadly as those requiring lower order thinking skills (LOTS), middle order thinking skills (MOTS) and higher order thinking skills (HOTS). Analysis was done based on discipline and components of study (pre-clinical, paraclinical and clinical). Results and Discussion: Most questions required LOTS. However, a majority of Physiology questions required HOTS while a majority of questions in the Communication Learning and Research module, Anesthesiology, Gynecology and Obstetrics and Paediatrics required MOTS. Evaluation of questions at pre-clinical, para-clinical and clinical components revealed a focus on questions requiring LOTS at all levels. However, the proportion of questions requiring MOTS increased from pre-clinical to clinical part of the course while the proportion of questions requiring HOTS decreased from the pre-clinical to the clinical part of the course. It is advisable that relevant academic departments reflect upon these findings in view of improving the impact of their examinations on development of higher order cognitive skills among students. Conclusions: Essay questions requiring LOTS predominate in most disciplines and at all levels of the course. An increase in the proportion of questions requiring MOTS and a decline in the proportion of questions requiring HOTS was observed from pre-clinical to the clinical part of the course. Systematic evaluations of examination questions to identify their cognitive levels would generate valid evidence to reflect upon institutional commitments to improve higher order cognitive skills among students.

This study aims to: Assess the need for instruments for Higher Order Thinking Skill (HOTS) questions based on geographic literacy in the social studies subject on Indonesia's maritime and agricultural potential; Material on Indonesia's maritime and agricultural potential is studied in class VIII at the junior high school education unit. The needs analysis study conducted in this study took place at the Insan Cendekia Boarding School Sukoharjo Middle School (ICBS Middle School). This research was designed as a development research model that refers to the Borg and Gall model which has been modified according to the needs and limitations of the research. The literacy concepts used as a reference for researchers are Edelson's three geographic lit eracy concepts, namely interaction, interconnection, and implications. Taking the Edelson concept adapts to the cognition level of junior high school students which is simpler and in accordance with the learning objectives. The research subjects were class VIII students of SMP Insan Cendekia Al Mujtaba Sukoharjo for the academic year 2022/2023. The research sample was determined using startified random sampling. The data collection process used in the study used item analysis, questionnaires, and interviews. The results showed: 1) Based on a needs analysis with an analysis of 50 Final Semester Assessment (PAS) items in 2019 and 50 Mid Semester Assessment (PTS) items in 2020, 94% of the 2019 PAS items and 84% of the PTS items in 2019 2020 is still a matter of Lower Order Thinking Skills (LOTS). 2) As many as 88% of teacher respondents who are members of the 2022/2023 Social Studies Subject Teacher Consultation (MGMP) agree that the development of HOTS question instruments is very important and needed as a reference in preparing assessment instruments. 3) Important and necessary training in the preparation of HOTS-based question instruments needed by teachers at SMP ICBS. The conclusions of this study indicate that 1) The development of instruments at the HOTS level is important and needs to be developed in order to stimulate the learning process and students' critical thinking skills; 2) It is important to develop geographic literacy based HOTS questions in the process and evaluation of learning to improve critical thinking skills in spatial concepts on Indonesian maritime and agricultural potential in class VIII students of SMP ICBS. 3) The form of the researcher's recommendation as a form of self-development and improvement of the professional abilities of ICBS Middle School teachers needs and is important to hold HOTS question preparation training.

The unequal amount of questions that test students' lower and higher-order thinking skills is a concern in mathematics learning evaluation. The unequal amount of questions resulted in poor cognitive levels among students. The purpose of this study is to develop questions that may be used to assess the higher-order thinking skills of senior high school pupils and fulfill the requirements of being valid, practical, and effective. This study is a developmental research that employs the formative evaluation model. Validation sheets, student evaluation sheets, and examinations that measure students' higher-order thinking skills are among the data gathering procedures employed. According to the researchers' findings, the questions generated matched the valid, practical, and effective requirements. The valid criteria are based on the validators' assessments, and both validators agree that the questions created are good and possible to utilize with a few adjustments. Student answer papers to the established questions serve as the basis for practical criteria. According to the response form, 85 percent of pupils answered positively to the questions. Effective criteria are based on pupils' abilities to answer the questions that have been established. According to the test findings, 85 percent of students satisfied the minimal completeness requirements for both questions testing higher-order thinking skills, indicating that the questions were effective. The questions that have been developed by researchers can be used by teachers to evaluate students' higher-order thinking skills so that teachers do not only provide questions that measure students' lower-order thinking skills. In addition, the questions that have been developed can be used as a reference for developing questions that can measure students' higher-order thinking skills.

Higher-order thinking skills (HOTS) have received much attention in Indonesian English textbooks and research in recent years. However, the role of lower-order thinking skills (LOTS) is inevitable because it creates a stepping stone to reaching HOTS. The current research aimed to fill the gap of research in Bloom's taxonomy by demonstrating the function of LOTS to shape students' higher-order thinking skills in reading comprehension aside from another thinking category. Secondly, the research explored the implication of EFL Senior High School Texbooks’ (Kurikulum Merdeka) different characteristics represented in Bloom’s Taxonomy reading comprehension questions pattern. Each textbook has a different Bloom’s taxonomy question pattern. The second aims are inspired by research investigating Bloom's taxonomy, which mainly did not discuss English textbooks used in Kurikulum Merdeka. This research employed document analysis to investigate Bloom’s taxonomy in two Senior High School English textbooks. To triangulate the data analysis results, the researchers analyzed the answers to open-ended questions from two graduating undergraduate English education students. An experienced English teacher also verified the results of the analysis. The findings show that LOTS enabled students to pay attention to important details and the main ideas and apply the text structure. HOTS enhanced critical thinking, problem-solving, strategic thinking, empathy, and creativity. LOTS and HOTS questions should be complementary to empower students’ reading skills. The findings provide insights into the nuance in reading comprehension through the balanced structure of LOTS and HOTS questions.

The study is based on the analysis of curriculum objectives of Compulsory English textbooks for grades 6, 9 and 11 based on the educational taxonomy of Bloom and its relevance. It is based on the document analysis of all two-level curriculum analysis: basic and secondary level and the selection of the objectives in relation to the six levels of educational objectives and higher order thinking and lower order thinking skills. Based on the international and national review of secondary sources, the study focuses on the curriculum analysis of the Compulsory English curriculum. It was found that the curriculum objectives were more focused on reading and writing skills compared to listening and speaking skills. With regard to thinking skills, it was found that the majority of the curriculum objectives and its learning outcomes included lower order thinking skills (LOTS) more than higher order thinking skills (HOTS) in grades 6 and 9 more than of grade 11.