Senior high school student’s higher order thinking skills based on gender and grade

Abstract

The current curriculum in Indonesia focuses on developing higher order thinking skills. However, this achievement at the level of education varies widely, even in the same school. This study aims to determine the effect of differences in gender and grade of students on high school students’ high order thinking skills. This research was conducted by giving 45 points multiple-choice questions to 94 students in four class of XI senior high school. The items given are questions based on higher order thinking aspects. Based on the analysis results, 27 male students scored in the high domain, and only two male students scored in the low field. Twenty female students scored in the high field, and nine students achieved in the low field. The gander has a significant correlation to students’ higher order thinking skills, with an association coefficient or a contingency coefficient of 0.1. In other words, the student’s gender is affecting the student’s higher order thinking skills. The grade variable does not have a significant correlation with student’s higher order thinking skills. In other words, the student’s grade affects the student’s higher order thinking ability is not proven.