Abstract
Higher Order Thinking Skills (HOTS) is a competency that must be achieved by students as stated in the 2013 curriculum. Indirectly, Unimed - LPTK which will create graduates to become teachers has a central role in realizing students who have such high-level thinking skills. Previously, when becoming a student at Unimed, high-level thinking skills of students had to be honed and improved continuously so that when becoming a teacher, Unimed graduates were able to train students to think high-level through HOTS-oriented questions. This study aims to: 1) Describe the relevance of the semester final exam questions compiled by the lecturer on the measurement of high-level thinking skills of Indonesian Language and Literature Department students, FBS Unimed, 2) Describe the relevance of teaching materials used by students to improve higher-order thinking skills, and 3) Developing a HOTS-oriented Indonesian language and literature learning assessment course module at Unimed FBS Language and Literature Department. This study uses a research and development (R & D) approach. The stages that will be carried out in this study include: defining, design, develop, and disseminate. The results showed that the learning planning tools made by the lecturers did not integrate the achievement of students' high-level thinking skills.
Highlights
As a future teacher candidate, students of the Indonesian Language and Literature Department, Unimed FBS must always hone four teacher competencies since studying at the lecture bench
The results of assessing activities can be taken into account by teachers in improving the quality of learning
The test can relate to higher order thinking skills, contextual assessment, and PISA
Summary
As a future teacher candidate, students of the Indonesian Language and Literature Department, Unimed FBS must always hone four teacher competencies since studying at the lecture bench. The test can relate to higher order thinking skills, contextual assessment (contextual assessment), and PISA (program for international student assessment). This demand is still not running as expected if viewed from the condition of the teachers in the school. The same data was found in a national survey in Indiana in 2009 by Kiuhara, Graham, and Havekn (in Smith and Szymanski, 2013: 17) found that 47% of teachers had not assessed higher-order thinking skills This figure indicates that the teacher needs to improve his ability to make high-level thinking skills. Higher order thinking skills can help students improve their logical abilities and reasoning, analysis, evaluation, and creation. It transfers the obtained information from the analysis phase into the form of documents that will be the purpose of the developed media, one of the documents produced is a storyboard document
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
