Abstract
Higher Order Thinking Skills (HOTS) is one of the primary 21st-century skills that Indonesian schools have not optimally developed. The present study was aimed at 1) presenting the profile of students’ HOTS in Malang and 2) investigating the influence of grades on students’ HOTS. This quantitative study involved 559 students from 18 schools in Malang municipality as the participants. The data were collected using ten essay questions as the instrument and analyzed through descriptive statistics and one-way ANOVA as the data analysis techniques chosen in this study. This study revealed that first, the students of Junior High School in grades VII, VIII, and IX at Malang acquired a low level of HOTS. Second, the students of Senior High School performed an excellent level of HOTS. Third, there was a significant influence of the student's grades to the level of the students’ HOTS in which senior high school students accomplished a higher level HOTS than junior high school students. Therefore, to improve this essential skill, the students in Indonesian schools should be given as much exposure to teaching and assessment based on HOTS.
Highlights
HOTS is an essential thinking ability for a person in an unfamiliar situation
This study revealed that first, the students of Junior High School in grades VII, VIII, and IX at Malang, Indonesia acquired a low level of HOTS
The result of one-way analysis of variance (ANOVA) presented in the table 3 showed that grades had significantly influenced the level of students’ HOTS [F (4,554) = 25.515, p =
Summary
HOTS is an essential thinking ability for a person in an unfamiliar situation. When a person is in such a situation, he will rely on his memory recall and activate his critical thinking, creativity, and problem-solving ability (King et al, 2011). Because of the urgency of HOTS acquisition, the commitment of promoting these thinking skills has spread out in some countries such as Malaysia (Adnan et al, 2017; Yen & Halili, 2015), Australia (Fensham & Bellocchi, 2013), and North Ireland (Murphy et al, 2013). The curricula in those countries consider HOTS as the basic competence in designing teaching-learning and students learning outcomes
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