Higher Order Thinking Skills Questions Research Articles

Success of university students in preparing hots questions using assignment-based direct instruction

The purpose of this study is to explore the effectiveness of assignment-based direct instruction in preparing university students to develop questions that test learners' thinking skills. One of the greatest challenges facing universities is preparing potential teachers with the ability to develop questions that test students' higher-order thinking skills (HOTS). Using a quantitative descriptive approach, this study analyses the work of 40 university students who were asked to prepare 20 items, as well as question grids and cards for each item, after having undergone assignment-based direct instruction. Analysis shows that: (1) students exhibited a good command of materials (87%), (2) students exhibited a good command of question structure (88%), and (3) students exhibited a good command of Indonesian-language grammar (88%). This study challenges the assumption that teacher-based learning is ineffective, providing evidence that should be considered when evaluating the learning process and its current emphasis on student-centered learning models that sideline teachers. Direct learning based on giving assignments can increase student success in compiling HOTS questions and be a solution to the learning process, which has so far focused a lot on the student-centered learning model, so that the teacher's position is neglected. It suggests that effective pedagogy should not only consider students as active learners but also recognize teachers as creative and pro-active educators. The implications of this study highlight the need for active collaboration between teachers and students in the learning process in higher education.

Development of higher order thinking skill assessment instruments in social studies learning

<span lang="EN-US">Higher order thinking skill (HOTS) in social studies learning are still often ignored by teachers despite the need for students to acquire these skills. The purpose of this study is to develop her HOTS assessment in a social studies classroom to help teachers improve their students’ thinking skills. This kind of research is research and development with 4D models. Validation was performed by two social studies learning assessment specialists and three social studies teachers. The HOTS test was administered to 112 students in class VIII (second grade) of Yogyakarta junior high school. Data analysis consisted of validity, reliability, difficulty, selectivity, and distractor index. Explanatory factor analysis (EFA) pathway analysis was used for data analysis of small trials and confirmatory factor analysis (CFA) pathway analysis was used for large trials. The multiple-choice HOTS assessment tool consisted of 30 items, and the effectiveness results of this HOTS questions on material, structure, and language aspects by two social studies learning assessment experts where it was valid and suitable for our application. Effective results for three social studies teachers indicated that the assessment tool was valid and applicable. HOTS in social studies learning helps improve quality and learning outcomes, enabling students to examine information critically, develop creativity, and improve problem-solving skills.</span>

Konsepsi dan Implementasi Penilaian Literasi Membaca Berbasis HOTS dalam Bahasa Inggris

Reading literacy plays an important role in determining one's success in pursuing education, entering the workforce, and navigating daily life. In facing the challenges of the 21st century with increasing globalization and the abundance of information in various forms, the education system needs to prepare students with high-level thinking skills in reading literacy so that they learn to manage and interpret various information critically. This research aims to explore English teachers' conceptions of assessing high-order thinking skills (HOTS) in reading literacy and its implementation. Data were collected through semi-structured interviews with 10 English teachers in Jakarta. The results of the study indicate that teachers define HOTS assessment in reading literacy as higher-order thinking abilities compared to mere recall, referring to the revised Bloom's taxonomy. Most teachers in this study also understand HOTS assessment as evaluating students' abilities to transfer knowledge, think critically, think creatively, solve problems, and engage in metacognition. According to the teachers, HOTS-based reading literacy assessment aims to enable students to think critically, solve problems, and think creatively and innovatively. HOTS questions are formulated by providing texts to students and asking questions that require students to identify implied meanings in the text, draw conclusions based on the provided text, or analyze using various sources. The main challenges faced by teachers in implementing HOTS-based literacy assessment are students' limited vocabulary, students’lack of interest in reading, students’ lack of creative thinking, limited students' abilities, and insufficient time available for learning English.  

Analysis of Higher-Order Thinking Skill (HOTS) in the Mid-Term Test of English Language Education Study Program Pamane Talino College of Education

The implementation of Higher-Order Thinking Skill (HOTS) questions in every subject is essential to meet the challenge of 21st century. It is used to stimulate the students critical thinking in analyzing certain issue. However, the use of HOTS questions in the assessment is still limited. This research analyzes HOTS question in the mid-term test of 5 subjects in English Language Education Study Program STKIP Pamane Talino. We examine the test item using The Revised Blooms Taxonomy. The items are analyzed quantitatively and they are described qualitatively. The researchers found out that 62% of the test item classified into Lower-Order Thinking Skill (LOTS) and merely 38% test items are classified into HOTS. The finding of the research also reveals that the level of HOTS included in the mid-term test is in the level of analysis. Therefore, the lecturer should be encouraged to create the HOTS-based test item.

AN ANALYSIS OF HIGHER ORDER THINKING SKILL QUESTIONS IN READING COMPREHENSION IN SCHOOL FINAL EXAMINATION IN BIMA

This study is aimed at finding out the distribution of higher order thinking skill questions, describing the specific cognitive processes demonstrated under HOTS questions, and finding out the portion of HOTS questions in two school examination packages in Bima. Content analysis was used to examine 86 reading comprehension test items in school final examination using Bloom’s taxonomy revised version. Qualitative data analysis was applied to the reading comprehension question items. Public documentation, indirect observation and a semi-structured interview were performed to collect the data. Data source were collected from reading comprehension test items and analysis card. In analyzing the data, qualitative analysis of Miles, Huberman, & Saldana (2014) model with three phases was applied. The findings indicated the distribution of higher order thinking skill questions are lower than lower order thinking skill questions. HOTS only obtain 6 out of 86 questions while the rest of questions are indicated as LOTS. Analyze skill has the highest distribution among HOTS skills: 4 questions, evaluate skill has 2 questions, while create skill is not found. On the contrary, the most used specific cognitive processes in the whole questions are interpreting and recognizing skill with the frequency of 18 questions, and differentiating and critiquing skills frequently appear in the test as the specific cognitive processes of HOTS questions

KESEDIAAN MURID TINGKATAN LIMA DALAM MENJAWAB SOALAN KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT) MATA PELAJARAN SEJARAH

21st century education aims to produce human capital who can think at a high level in solving problems innovatively and creatively. However, Higher Order Thinking Skills (HOTS) among form five students is still a polemic. Thus, this study is to identify the problem of students' readiness from the aspect of knowledge and attitude to answer the history HOTS question at the form five level. This study uses quantitative methods. Data was collected using a purposive sampling method (non-probability sampling). The researcher used a survey design involving 79 students who failed to answer HOTS questions in the mid-year examination at a secondary school at Bangsar Pudu Zone, Federal Territory of Kuala Lumpur. A questionnaire instrument was used in this study. A 5-point Likert scale was used in this study. The results of the analysis show that the level of knowledge, the willingness of students to answer HOTS questions among form five students in the subject of History is at a moderately low level. This shows the level of knowledge, attitude and willingness of students to answer HOTS questions in the History subject influences each other. The implications of this study provide information to history teachers to improve the strategy of applying HOTS questions among form five students to master the skills of answering HOTS questions, hence affect the students' knowledge, attitude and readiness to HOTS questions in the subject of History. Therefore, teachers need to play a significant role in developing knowledge, attitudes and willingness to help students master the ability to answer HOTS questions in the subject of History.

Development of Higher Order Thinking Skills (HOTS) Test Instruments on Parabolic and Circular Motion Materials in High Schools

This research intends to produce HOTS test instruments on high school parabolic and circular motion materials. The Borg and Gall model of research and development (R&D) includes six stages: (1) preliminary investigation, (2) planning and equipment preparation, (3) expert initial product testing and revision, (4) limited field testing, (5) revision based on the results field testing, and (6) broader field test. The data analysis used was qualitative and quantitative. The HOTS test instrument consists of 20 multiple-choice questions, including ten on parabolic and circular motion. According to three experts from material, construction, and language, the outcomes of HOTS instrument validation showed valid and feasible to use with an average value of 0.95 (high validity). The characteristics of HOTS questions have met the criteria of validity as many as 18 questions, high reliability with a value of 0.71, nine questions with a medium difficulty level, an average differentiating power of 0.41 with a good category, and 17 questions have the effectiveness of effective deception. This research concluded that HOTS-based parabolic and circular motion instruments are feasible. Thus, the instrument can be used as training material and assessment of students’ HOTS in high schools.

Higher Order Thinking Skills Analysis on Problems in Class XI SMA Physics Books

Currently, schools are expected to be able to train students to get used to solving higher-order thinking questions, one of which is through the textbooks the teacher chooses to teach. This study aimed to analyze the types of Higher Order Thinking Skills (HOTS) questions in Physics textbooks for class XI students. Data was collected using documentation techniques. The documents are physics textbooks from four publishers: Erlangga, Grafindo, Yrama Widya, and Intan Pariwara. Data analysis in the form of the percentage of HOTS questions in each book was calculated quantitatively and then discussed qualitatively related to these results. The results showed that the distribution of HOTS questions in (1) Erlangga textbooks was 8% in chapter 1 and 8% in chapter 2; (2) Grafindo textbooks by 20% in chapter 1 and 20% in chapter 2; (3) Yrama Widya textbooks by 43% in chapter 1 and 50% in chapter 2; (4) Intan Pariwara textbooks by 55% in chapter 1 and 40% in chapter 2. Among the four textbooks, the book published by Intan Pariwara has the highest distribution of HOTS questions. Based on this result, teachers can use this book to carry out learning evaluations to measure students' HOTS abilities.

Supervision of the Development of Higher-Order Thinking Skills (HOTS)-Based Assessment of Learning in Wijaya Putra School

As an educator, a teacher ideally should have a strong understanding of the concept of Higher Order Thinking Skills (HOTS) in learning and assessment. This understanding is crucial to support the implementation of teaching and assessment in the era of Society 5.0. Higher Order Thinking Skills, commonly known as HOTS, refer to an individual's ability to think in a more complex manner. Indicators used in HOTS questions include three aspects within the context of Bloom's taxonomy, namely analysis (C4), evaluation (C5), and creation (C6). This community service activity aims to illustrate the steps and analyze the results of supervision in enhancing the competence of teachers in developing HOTS-based learning assessments at SMA Wijaya Putra in Surabaya. The supervision method employed is participative, utilizing direct guidance and Focus Group Discussions. The results of this supervision show an improvement in teachers' ability to create assessments of learning.This improvement is evident in the initial observation of learning assessments, where only  ability increased to 75%, indicating a substantial improvement from the initial condition. In conclusion, this community service activity successfully enhanced the skills of teachers in developing HOTS-based assessments.".

Virtual Programming Laboratory in Collaborative Inquiry Learning to Improve Higher Order Thinking Skills for Work Readiness in the Industrial World

This study aims to determine the effectiveness of using Virtual programming Lab software as a practicum tool in inquiry learning, collaboration, and increasing the ability of higher-order thinking skills (HOTS) students who take programming courses.  Pseudo-experimental studies are designed with experimental and control groups. This research was attended by 35 first-semester students from the Pelita Indonesia Informatics Engineering Study Program. Quantitative methods are used to determine students' HOTS levels and their acceptance of the use of virtual programming labs as computer practicum tools. The data analysis technique used is the Kolmogrof Smirnov technique. For inquiry-based collaborative learning using 7 stages of learning. The effectiveness of virtual programming with collaborative inquiry learning through HOTS questions is tested with the N-gain test. Based on the findings, it is stated that virtual programming applications with collaborative inquiry learning in programming courses are quite effective in improving students' higher-order thinking skills with an average N Gain of 60%. The ability of students to do HOTS questions in C4, C5, and C6 has increased after post-tests in experimental classes.

Analysis of Students' Errors in Solving HOTS Problems on Algebraic Materials Based on the Complexity Level of the Problem Based on Bloom's Theory

Mathematics discusses a lot about various kinds of problems that contain numbers that are classified as Higher Order Thinking Skills (HOTS). Math HOTS questions require a high level of thinking to solve the problem. Based on Bloom's theory, HOTS consists of analyzing (C4), evaluating (C5), and creating (C6). This study aims to determine the level of student errors in solving HOTS questions based on Bloom's theory. This research uses mixed method research, which is a combination of qualitative and quantitative methods, where the stages of this research include instrument development, instrument validation, data collection, data analysis and interpretation. The sample of this study used 25 students of class VIII junior high school in Mataram City. Researchers gave 10 essay questions that had been validated by material experts to students as research instruments. The results showed that students' understanding in solving HOTS problems was still lacking. For the error rate, it was found that there were no students who could solve the creating (C6) section with a percentage of 100% error, analyzing (C4) section with a percentage of 60%, evaluating (C5) 24%, applying (C3) 16%, understanding (C2) 12%, and in the remembering (C1) section there were no students who made mistakes with a percentage of 0% error. The biggest error was found in the creating part (C6), where the most mistakes were made by women with an average score of 50.55.

The Effect of PBL Model on Students' Mathematical Problem-Solving Ability Based on HOTS Questions

Problem-solving is a practical approach to stimulating higher-order thinking skills. The strategy that can be used is to apply a learning model, one of which is Problem-Based Learning (PBL). This study aimed to determine the effect of PBL on the ability to solve mathematical problems based on higher-order thinking Skills (HOTS) at SMA Negeri 1 Baturraden. This study used a quantitative approach with a quasi-experimental method. The research design used was post-test-only. The research sample was taken using the cluster random sampling technique. The research instrument used was a mathematical problem-solving ability test based on HOTS questions. Data analysis was conducted using an independent sample t-test. The results showed that students who participated in PBL learning had better mathematical problem-solving skills based on HOTS questions than students who participated in conventional learning. In PBL learning, students will be able to (1) Students better understand the concept; (2) in learning activities, students are actively involved; (3) the learning process is more meaningful; (4) Can motivate and increase student interest in the material being studied; (5) Can emphasize positive social attitudes towards other students, such as accepting other people's opinions; (6) There is interaction between learners and their friends to achieve learning completeness; (7) Able to foster student creativity both individually and in groups.

Analysis of high school students' difficulties in solving hots problems using the two-tier test method

High Order Thinking Skills (HOTS) are high-order thinking skills that should be owned and improved by Indonesian students to catch up with other countries, especially in the field of mathematics. This study aims to identify and describe students' difficulties in solving HOTS questions through the two-tier test method at MAN 3 Aceh Tengah. This research is a qualitative-research with document data sources on test answers, questionnaires, and interviews. The research subjects in this study were 3 subjects from class XII at MAN 3 Central Aceh. Analysis of the validity of the data used triangulation techniques, namely identifying and describing the difficulties faced by students when solving HOTS questions by analyzing the results of test answers, questionnaires and interviews. The results of the research show specifically and descriptively that students when solving analyzing indicator questions feel anxious, lack self-confidence and are unable to process information into the form of solving mathematics. In the evaluating indicator, students are not sure they can solve the questions given. So that students fail to understand the concept of solving the problems presented. Meanwhile, in the creating indicator, students still have difficulty developing their own ideas. In the indicator of creating, students are only monotonous in what the teacher teaches, without developing their creativity to solve the given problem.

MENTORING IN INTEGRATING HOTS (HIGHER ORDER THINKING SKILLS) IN READING ASSESSMENT

 
 High Order Thinking Skills (HOTS) have been a topic of discussion among educators in Indonesia in recent years. The awareness of the importance of making test questions that contain HOTS is getting higher after seeing the test results of Indonesian students in several international standardized test events such as the Program of International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). It is a fact that PISA test and evaluation, the performance of Indonesian students is still relatively low. Consecutively, the average achievement scores of Indonesian students were ranked 62, 61, and 63 out of 69 countries evaluated. The fact drives this community service is done to enhance teachers’ competence in integrating HOTS into assessment, particularly in reading skills. The aim of this community service is to mentor Senior High School teachers who teach English Subjects with advanced skills to construct item tests that emphasize higher-order thinking skills in reading skills. The methods employed to achieve the goal are mentoring and focus group discussions. The result of this supervision is the increased ability of teachers in developing assessment of reading skills. This can be seen when the initial observation of the assessment of learning collected and analyzed was seen to have HOTS elements only 50%, and after the supervision and Focus Group Discussions were held, the ability was seen to increase to 80%, which means that the reading assessment created by Wijaya Putra High School teachers contain HOTS questions much higher than the initial conditions. In conclusion, this service activity is able to improve teachers' skills in developing HOTS-in reading assessments.

Analyzing students’ errors in solving HOTS mathematics problems based on Newman theory

This research is motivated by the existence of the 2013 curriculum, students are required to have the ability to solve problems independently. In supporting this, the strategy in the 2013 curriculum is learning to apply HOTS type questions. This is also applied in the Muhammadiyah Boarding School Pleret. However, when students worked on HOTS questions, it was seen that students still made many mistakes in working on HOTS questions. This study aims to: (1) Know the types of errors made by students of class XI MBS Pleret in solving Higher Order Thinking Skills (HOTS) Mathematics questions based on Newman's error analysis (2) Know the factors that cause errors in class XI MBS Pleret students in solving problems Higher Order Thinking Skills (HOTS) Mathematics. This type of research is descriptive qualitative. The subjects of this study were students of class XI MBS Pleret, while the object of this research was HOTS (High Order Thinking Skill) type questions. Data collection methods are conducting tests and interviews with students. The instruments used in this study were test questions, interviews and documentation. The analytical method used in this study is data reduction, data presentation, and drawing conclusions. The results of this study were (1) Types of errors made by students of class XI MBS Pleret in solving HOTS questions on trigonometry equation material based on Newman's error analysis consisting of reading errors, understanding errors, transformation errors, skills errors, and errors in writing the final answer. Based on the student error percentage table, the most students made mistakes in the process skills of 98.8% and the errors in writing the final answer was 98.8%. Then for the transformation error of 90.4%, the error in understanding is 67.3% and the smallest error is a reading error which is 66.67%. (2) The causal factors are that students do not know the α symbol (reading errors), students are not used to writing and are known and asked questions other than story questions (comprehension errors), students forget the formula to work on HOTS questions (transformation errors), the result of previous mistakes students made process skill errors and mistakes in writing the final answer.

Improving Teachers' Ability to Write New Prose (Short Stories) in Making Higher Order Thinking Skill (HOTS) Questions through In House Training at SD Negeri Banjarsari, Samigaluh, Kulon Progo Regency for 2021/2022 Academic Year

This study aims to determine the teacher's ability to write new prose short stories on making higher-order thinking Skills HOTS through in-house Training (IHT). This type of research is School Action Research (PTS) with a qualitative descriptive method conducted for two cycles. The sample in this study was 6 teachers at SD Negeri Banjarsari Samigaluh, Kulon Progo Regency. Data collection techniques in this study through observation and documentation. The results of the study showed an increase in the teacher's ability to write new prose, where in cycle I at the first meeting an average score of 68.33 was obtained; and in cycle II at the second meeting, an average value of 92.22 was obtained. In writing HOTS questions by including new prose for cycle I at the first meeting an average value of 81.11 was obtained, while in cycle II for the second meeting, an average value was obtained of 86.22. In the implementation of IHT participants conducted an assessment of the resource person, where in the first cycle for the first meeting an average value of 78 was obtained in the "satisfactory" category, while in the second cycle for the second meeting, an average value was obtained of 90.10 in the "very satisfying" category.

Peningkatan Pengetahuan Guru Bahasa Inggris SMP Kota Depok Terhadap Implementasi Asesmen Dalam Pembelajaran

Purpose – In March 2023, Master of English Education, Universitas Terbuka initiated a program of community service to improve the English teachers’ competencies This program is carried out to guide the English teachers who teach at junior high schools in Kota Depok to improve their competence and students’ achievements, as well as efforts to create a generation that has good competitiveness. Design/methodology/approach – The method used in this community service includes three stages of interrelated activities to ensure maximum achievement of results, namely: (1) needs assessment and communication regarding partners' willingness to participate in training; (2) delivering material using lecture and question and answer methods; (3) carry out practice according to the material provided. Findings – The outcome of this program is demonstrated by the improvement of teachers in creating test items, switching from questions based on text to questions of higher-order thinking skills questions. Originality/value – One element mentioned by the Supervisor of English teachers and the Head of Musyawarah Guru Mata Pelajaran (MGMP) for English subjects is the implementation of assessment. This program provides English teachers with some new knowledge, insights and perspectives about assessment in English language learning.

A phenomenological study of challenges that prospective mathematics teachers face in developing mathematical problems that require higher-order thinking skills

Assessment in mathematics education in the 21st century should be more directed at higher-order thinking skills (HOTS). Not only teachers but also prospective mathematics teachers should be supported to design and carry out HOTS assessments. This qualitative study applying a phenomenology approach was mainly conducted to investigate the challenges that prospective mathematics teachers face in developing HOTS questions, including their strategies for dealing with these challenges. Our informants were 20 students of master’s program in mathematics education. They were enrolled in the assessment of mathematics learning course, which was designed with a project-based learning model. Considering the learning model used, the purpose of this study then was extended to explore the benefits of implementing a project-based learning model in supporting student competence in developing HOTS questions. Data collection was carried out by (1) administering open-ended questionnaires; (2) observing the end product in the form of mathematics learning achievement tests and test blueprints; and (3) involving two experts who worked independently to judge the questions posed by students based on levels in the cognitive process dimension in the revised Bloom’s taxonomy. Data collected from the open-ended questionnaire were analyzed qualitatively, while data from observation and judgment by experts on the end product yielded by students were analyzed descriptively. Our study supports previous studies, which demonstrate that the application of a project-based learning model that involves students to develop HOTS questions deepens students’ knowledge of assessment. In developing HOTS questions, students struggled more in matching action verbs, item indicators, and test items to the level of cognitive process they defined, as well as constructing multiple-choice HOTS questions. The strategies that students took in dealing with challenges that arose in developing HOTS questions indicate that students regulate their learning.

Development of higher order thinking skill questions using Stahl and Murphy's taxonomy on excretion system topic

This study aims to determine the development of higher-order thinking skills questions using Stahl's and Murphy's Taxonomy on excretory system material for 8th grade of junior high school. The subjects of this study were 305 8th grade students of Junior High School 2 Sintang. This study uses the Research and Development method. The sampling technique uses total sampling. The instrument used is a multiple-choice test consisting of 50 questions on excretory system material. The results of this study based on the validity of items showed that the number of questions accepted was 50 items. Reliability analysis showed Cronbach's alpha value of 0.71, person reliability value of 0.71, and item reliability of 0.94. Through this research, we found that the instrument of higher-order thinking skills using Stahl and Murphy's taxonomy on excretion system material for 8th grade of junior high school can be said to be valid and reliable.

Analysis of difficulties in solving high-level thinking ability questions for middle school students

This study aims to determine students' higher order thinking skills (HOTS) and to analyze the difficulties experienced by students in solving HOTS questions at SMP Negeri 10 Lhokseumawe. The study used was descriptive qualitative research which was carried out by class VIII students of SMP Negeri 10 Lhokseumawe. The collection of data used is a test in the form of descriptions with material forms and algebraic operations and interviews. The data analysis technique used follows the Miles and Huberman model with data reduction, data presentation and drawing conclusions. The results showed that the students' high-level thinking skills were still in the low category. This can be seen from the success of each aspect of students' higher order thinking skills, namely the ability to analyze by 70.83%, the ability to evaluate by 12.50% and the ability to create or be creative by 33.33%. The results of the interviews found that students were not familiar with questions in the form of application of concepts or problem-solving, and there were still many students who did not have reinforcement of material concept abilities.