IT-based HOTS assessment on physics learning as the 21st century demand at senior high schools: Expectation and reality

Abstract

This research describes the implementation of Higher Order Thinking Skill (HOTS) assessment on physics learning at Senior High School which covers the understanding of physics teachers related to HOTS, the implementation of HOTS asessment, and the media employed to administrate HOTS assessment. The research subjects were physics teachers from 30 senior high schools in Special Region of Yogyakarta. The subjects were selected randomly by considering the level of school. The data were collected by using questionaires, observation form, dan interview guidelines. The data collected were analyzed using quantitative descriptive analysis. The four categorical data (polytomous) were analyzed using the percentation of each category and supported by the interview report. The result of the research indicated that, in general, the HOTS understanding of physics teachers were low. It was considered to be low and very low, with the score respectively 9.77% and 76.44%. There were 13.79% teachers included in high level, but no one considered to have very high level of understanding (See Figure 1). Figure 2 shows that the implementation of HOTS assessment was in very low and low level with the score respectively 29.06% and 62.07%. There were 8.87% included in high level and no one in very high level. Therefore, the implementation of HOTS assessment were considered to be low. The assessment media used were paper and pencil test (PPT), Computer Based Test (CBT), and Computer Adaptive Test (CAT). Figure 3 shows that most of teachers were using PPT, rarely use CBT and nearly never use CAT.