Higher Order Thinking Skills Questions Research Articles

Analysis of higher order thinking skills questions in reading exercises of "Bright" book for ninth grade

This research aims to identify the cognitive dimensions present in the textbook "Bright" and examine the composition and distribution of higher order thinking skills in reading exercises as classified by Revised Bloom's Taxonomy. The research employs a descriptive quantitative methodology, focusing on the ninth-grade textbook "Bright," published by Erlangga in 2024. Data collection was conducted using a checklist instrument. The findings reveal that: 1) The reading questions in the "Bright" textbook encompass only five cognitive dimensions: remembering, understanding, applying, analyzing, and evaluating. 2) Analysis results indicate that 92.8% of the reading questions are categorized as Lower Order Thinking Skills (LOTS), while only 7.2% fall under Higher Order Thinking Skills (HOTS). This suggests a predominance of Lower Order Thinking Skills over Higher Order Thinking Skills in the reading questions of the "Bright" textbook. Consequently, the questions presented in the "Bright" textbook primarily focus on Lower Order Thinking Skills rather than fostering Higher Order Thinking Skills. Relying solely on the English textbook as a pedagogical resource is insufficient for enhancing students' abilities in Higher Order Thinking Skills.

AN ANALYSIS OF READING EXERCISES QUESTION INSERTED IN ENGLISH BOOK ORIENTED TO HOTS FOR THE TENTH GRADE STUDENTS OF SMKN 1 PENUKAL UTARA

English, as the lingua franca of our interconnected world, holds immense significance for contemporary students. Its status as a global language transcends borders, enabling communication across diverse cultures, industries, and regions. Proficiency in English is not merely a skill but a gateway to numerous opportunities, such as accessing international academic resources, participating in global job markets, and fostering cross-cultural understanding. This research underscores the critical role of English in modern education, highlighting its function in facilitating global collaboration and access to critical educational resources. Most scholarly literature and leading educational materials are in English, making proficiency in the language essential for keeping up with developments across various fields.This study employed a qualitative research design to explore the role of the "Work in Progress" English textbook within the learning environment at SMKN 1 Penukal Utara. The qualitative approach enabled an in-depth examination of students' perceptions of the textbook, their responses to its teaching methodology, and the contribution of the textbook to their English language proficiency. Findings from the study reveal that the textbook incorporates a significant number of Higher Order Thinking Skills (HOTS) questions, particularly for 10th-grade students. Approximately 70% of the textbook's content focuses on enhancing students' analytical and problem-solving skills, aligning with its overarching goal of deepening students' understanding of the English language. The integration of HOTS questions in each thematic unit significantly contributes to the development of students' higher-order thinking abilities.

Flip-based e-comic media: Enhancing HOTS in elementary mathematics learning

This study aims to develop a flip-based e-comic as a learning medium and analyze its impact on the HOTS (Higher-Order Thinking Skills) of fourth-grade students in mathematics, specifically on the topic of calculating the area of plane figures. The study employs the Research and Development method using the Borg and Gall model. Data analysis techniques include media feasibility tests, t-tests, and N-Gain tests. The results indicate that the e-comic is highly feasible for use, as evidenced by feasibility ratings from media experts (90%), content experts (89.2%), and language experts (87.5%). Based on the t-test, the e-comic was proven effective in learning, with a sig. (2-tailed) value of 0.000 < 0.05, indicating that Ho is rejected and Ha is accepted. Furthermore, the N-Gain test results show an improvement in students' abilities, with scores of 0.7164 for the small scale and 0.8307 for the large scale, both categorized as high. Thus, the e-comic positively impacts students' ability to solve HOTS questions. This study implies the provision of an alternative learning medium that supports the development of students' higher-order thinking skills while facilitating educators' integration of technology into modern learning practices.

Implementation of HOTS-based Instructions in Pesantren: A Case Study in Pondok Modern Tazakka Batang

The development of Higher Order Thinking Skills (HOTS) in students at Islamic boarding schools (pesantren) is crucial due to their numerous advantages, such as the capacity to tackle social, scientific, and practical problems with effectiveness. Whether or not Pondok Modern Tazakka successfully integrated the use of HOTS questions in exams is the goal of this study. Through the application of descriptive phenomenological research methods and data collection techniques, including the tabulation of 132 test sheets in 44 subjects tested on KMI Class 6 students and interviews with 62 teachers in 8 subjects, it was discovered that 8 subjects exhibited no HOTS questions at all (19%), 6 subjects exhibited a decreasing number of HOTS questions (14%), 19 subjects exhibited a sharp increase in HOTS questions (45%), and 9 subjects exhibited a constant number of HOTS questions. The study's findings also demonstrate that, as long as supervisors (senior teachers) take a more proactive approach to giving junior teachers comprehensive training and ensure that all exam questions in each subject are HOTS exam questions, it is possible to guarantee that all exam questions will contain HOTS.

Enhancing Literacy and Numeracy: Developing Snakes and Ladders Oriented Toward Higher Order Thinking Skills

This research aims to develop learning media for the snake and ladder game oriented toward higher-order thinking Skills (HOTS) to enhance literacy and numeracy in elementary schools. The method used is Research and Development (RD) with the ADDIE model. The subjects of this research are fifth-grade students. The instruments include validation sheets for content and design experts and teacher and student response questionnaires. Instrument testing was conducted using a feasibility validity test. Data collection techniques involve document analysis, observation, interviews, questionnaires, and tests. Data analysis was performed using descriptive analysis and descriptive statistics. The results show that the snake and ladder media received a validation score of 0.91 from content experts and 0.93 from design experts. Teacher responses scored 0.94, while student responses reached 0.93, indicating excellent criteria. This media also enhanced students' literacy and numeracy skills, with average scores of 69.22 in Cycle 1 and 85.55 in Cycle 2. Based on these results, improving game features and increasing the variety of HOTS questions is recommended.

Teachers' Self-Efficacy and Professional Competence in Writing HOTS Questions Through In-House Training

This study addresses the significance of Higher Order Thinking Skills (HOTS) in equipping students for the challenges of Society 5.0. It evaluates the effectiveness of In-House Training (IHT) in improving teachers' competence in designing HOTS-based questions. A School Action Research (SAR) design was employed, consisting of two cycles. The study involved eight teachers selected based on availability and specific study needs. Data were collected using observation and questionnaire methods. Observations assessed teachers' ability to develop HOTS questions, while questionnaires measured their self-efficacy. The findings demonstrated a notable improvement in teachers' ability to create HOTS questions. The average score increased from 68.75 in the first cycle to 86.25 in the second cycle. Similarly, teachers' self-efficacy showed improvement, with mean scores rising from 3.63 in cycle I to 3.96 in cycle II. The results suggest that IHT was effective in enhancing teachers' knowledge, skills, and confidence in developing HOTS-based questions. The significant increase in both HOTS question development and self-efficacy between cycles indicates the training’s success in building teacher competence. In-House Training (IHT) is an effective strategy for improving teachers' ability to design HOTS questions, which are essential for preparing students to meet the demands of Society 5.0. Further research could explore the long-term impacts of IHT on teacher performance and student outcomes.

Application of Problem-Based Worksheets to Develop Higher Order Thinking Skills In The Utilization of Coconut Shells As Zn Metal Adsorbent In Laboratory Waste

This study aims to analyze scientific performance and analyze students' higher-order thinking skills after the application of problem-based LK to develop higher-order thinking skills in the use of coconut shell as an adsorbent for Zn metal in laboratory wastewater. The research method used is pre-experiment with one shot case study design. The subjects in this study were chemistry education students of UIN Sunan Gunung Djati Bandung who took separation chemistry courses. The instruments used are learning descriptions, LK, and higher order thinking skills questions. Students' higher-order thinking skills are measured through working on six HOTS questions based on the concept of Bloom's taxonomy level of thinking at cognitive levels C4 (analyze), C5 (Evaluate) and C6 (Create). The results showed that the average value of student performance in solving problem-based LK was 88.35 with a very good category. The highest average score achieved was at stage 2 organizing students with a score of 91.5 and a very good category. The lowest average value at stage 4 develops and presents results with a value of 86.25 and a very good category. The results of students' higher order thinking skills obtained an average score of 78 in the good category. Thus the application of problem-based LK on the utilization of coconut shell as a heavy metal adsorbent in laboratory wastewater can develop higher order thinking skills in students.

Contexts proposed by teachers in Papua for developing mathematics hots assessment instruments: A phenomenological study

The success of a school centers on teachers' ability to create well-aligned educational tools. The Merdeka Belajar curriculum requires adapting assessments, including Higher-Order Thinking Skills (HOTS) questions for real-world problem-solving scenarios. This study explored contexts proposed by teachers in Papua for developing Mathematics HOTS questions. A phenomenological approach within a qualitative framework was employed involving 24 mathematics teachers from public and private schools in focus group discussions. Participants included twenty teachers from Papua, two from Central Indonesia and two from Western Indonesia. Additionally, five teachers from Papua participated in in-depth interviews. Data was analyzed using Creswell’s model with Atlas.ti software. Teachers developed HOTS assessment instruments based on daily life, scientific and social contexts. However, no cultural contexts were incorporated into these instruments by the interviewed teachers. This study highlights the importance of teacher preparedness in aligning contextual learning with the Merdeka Belajar curriculum and reveals a significant gap in using cultural contexts for HOTS assessments among teachers in Papua. These insights contribute to the discourse on math education in Indonesia advocating for the integration of cultural elements into the freedom to learn initiative.

Analysıs Of Students' Problem-Solvıng Abılıtıes On Hıgher Order Thınkıng Skıll (Hots) Geometry Problems In Terms Of Spatıal Reasonıng

Geometric concepts in mathematics possess abstract properties that require a spatial reasoning process. Evaluating problem-solving abilities through HOTS (Higher-Order Thinking Skills) questions focusing on spatial reasoning is crucial for enhancing students' skills. The aims of this research are: (1) To understand the process of students' problem-solving skills in geometry HOTS based on spatial reasoning; (2) To analyze and pinpoint the challenges faced by students in solving geometry problems through HOTS questions that involve spatial reasoning. This study employs a qualitative approach with data analysis following the Miles and Huberman model, comprising data collection, data reduction, data presentation, and conclusion. The data gathered includes test outcomes, interviews, and documentation. The participants consist of 2 fifth-grade teachers and 3 students from SD N Lulut 05 and SD N Lulut 03. The findings indicate the necessity of regular training for students to effectively tackle HOTS questions and avoid difficulties. The test results showed that the spatial reasoning of the two schools reached 32% in the high category, while the HOTS geometry problem solving reached 30% in the high category. Students with strong spatial reasoning skills excel in solving HOTS problems, whereas those with moderate to low abilities encounter challenges in geometry problem-solving. Therefore, the spatial reasoning skills of students with different proficiency levels vary in addressing geometric problems compared to those with high mathematical abilities. A tailored learning strategy is essential to cater to the diverse needs of these students.

Evaluation of Term Final Examination Questions for Undergraduate Program of Agrotechnology Discipline Based on Bloom’s Cognitive Domain

Cognitive skills enable individuals to make precise decisions and solve real-life challenges, which are essential for theadvancement of both the state and society at large. Questions serve as a tool for gathering information, inspiring thought, and redirecting reasoning. In university education, teachers frequently use questions to encourage students to think critically and reason effectively. Term final examination question papers are employed by academics to assess the retention and practical skills of graduates. However, it is hypothesized that, at the university level, questions assessing application skills should increasingly take precedence over questions that assess retention skills, as students’ progress to more advanced stages of education. These questions can be categorized into higher-order or lower-order types. The cognitive domain is one of the three learning domains outlined in Bloom’s Taxonomy, proposed by Benjamin Bloom in 1956. The objective of this study is to analyze the cognitive levels of students’ learning based on Bloom’s cognitive domain. Specifically, we examine the term final examination assessment tools for the undergraduate program at Khulna University, Bangladesh, from the 1st year to the 4th year, using Bloom’s cognitive stages as a framework. The study analyzes 43 question papers from the 2018-2019 academic years, which were set by instructors for the examinations. A total of 1,222 question items were evaluated. Additionally, three thinking skills-LOTS (Lower-Order Thinking Skills), MOTS (Middle-Order Thinking Skills), and HOTS (Higher-Order Thinking Skills), were also considered. The findings of the study reveal that the majority of the questions are concentrated at the lower cognitive levels (knowledge and comprehension). The results further indicate that academics in the Agrotechnology Discipline predominantly use LOTS rather than HOTS in their term final question papers. Therefore, it is recommended that a balance be maintained between LOTS and HOTS questions across different academic years at Khulna University. Notably, the questions devised by instructors rarely assess students’ abilities in innovation and justification. Consequently, there is a need to review and revise the procedures used in designing examination question papers to ensure that students are assessed across a range of cognitive levels. To achieve this, it is essential that the university authorities organize regular and comprehensive pedagogical training for teachers.

The Development of HOTS Questions Based on Ethnomathematics to Measure Students' Mathematical Problem-Solving Abilities

The research aims to develop ethnomathematics-based Higher Order Thinking Skills (HOTS) questions to measure students' problem-solving abilities. This research uses a research and development (R&D) method with an ADDIE model, which consists of five stages, i.e., analysis, design, development, implementation, and evaluation. The subjects in this research were 30 class VIII students at SMP Negeri 1 West Sorkam. Research instruments include expert validation questionnaires, student response questionnaires and tests of students' mathematical problem-solving abilities. The research data were analyzed using quantitative descriptive methods by determining the average achievement value of the products developed. The experts' assessment shows that the product developed has a score of 84.6 with the criteria "Very Valid". Based on the results of the questionnaire, students' responses to HOTS questions based on ethnomathematics were seen from the practical aspect with a score of 77.63 in the "Practical" criteria and the results of tests on students' mathematical problem-solving abilities obtained an average score of 75.22 so that the product developed met the "effective" criteria. So it can be concluded that the development of ethnomathematics-based HOTS questions on geometric material produces a good product and is suitable for measuring students' mathematical problem-solving abilities.

Development of a Higher-Order Thinking Skills (HOTS) Test Instrument on Electrochemical Material for High School Students

This research aims to develop a HOTS test instrument on electrochemistry topics that meets valid and reliable criteria. Apart from that, the level of difficulty, distinguishing power, ability level, and detection of respondent bias were also analyzed. This research is development research using the Tessmer model, which includes preliminary and formative evaluation stages. The HOTS questions consist of 15 multiple-choice questions. The validation data from experts is measured using a Likert scale. Coefficient Aikens’ V is then used to measure the validation data from reviewers. Experts and reviewer assessments indicated that the HOTS question instrument developed was very good. Analysis of questions using the Rasch model in a field testing of 33 high school students using a purposive sampling technique resulted in 14 valid questions and 1 invalid question with a reliability value of 0,69. There were 3 questions in the easy category, 7 in the moderate category, 1 in the hard category, and 4 in the extremely hard category. The analysis of the distinguishing power of the questions obtained 9 questions with very good criteria, 3 questions with good criteria, and 2 with fair criteria. The results of the validity of the students` responses showed that there were 4 invalid responses. The ability level shows that 5 students have high ability, 7 have moderate ability, and 21 have low ability. In conclusion, the developed HOTS test instrument for electrochemical material has a good quality and is suitable for evaluation.

ELEVATING LEARNING: DEVELOPING HOTS CHALLENGES FOR SENIOR STUDENTS AT SMK PUI Cikijing

This study aims to develop Higher Order Thinking Skills (HOTS) questions for Class XII Indonesian at SMK PUI Cikijing based on four HOTS criteria: the Operational Verb (KKO) aspect, critical thinking skills, creative thinking, and problem-solving. The research method used in this study is Research and Development (RD). The development model employed is the 4D model, limited to development only. Hence, the development stage begins with defining (analyzing Indonesian HOTS questions), designing (formulating HOTS questions based on the analysis of HOTS items regarding KKO aspects, critical thinking skills, creative thinking, and problem-solving), and developing (creating HOTS questions based on the analysis of HOTS questions in terms of KKO aspects, critical thinking skills, creative thinking, and problem-solving). Based on the analysis of the profile of Indonesian HOTS questions for Class XII at SMK PUI Cikijing, it is found that they are lacking in fulfilling the criteria for HOTS questions. Only 6% or 2 items are identified as HOTS questions, 30% or 9 questions need improvement, and 63% or 19 questions do not meet the HOTS criteria. Thus, there is a need to design HOTS questions based on the analysis of the HOTS item profile conducted in the defining stage. Subsequently, Low-Order Thinking Skills (LOTS) questions are transformed into HOTS questions based on four HOTS criteria: the Operational Verb (KKO) aspects, including C4 (analyzing) and C5 (evaluating) cognitive domains, critical thinking skills, creative thinking, and problem-solving.Keywords: development of HOTS questions, HOTS criteria, KKO, critical thinking skills, creative thinking skills, problem-solving skills.

Analisis Materi Pokok Mata Pelajaran Matematika Kelas II Sekolah Dasar

Learning mathematics in elementary school is a general subject that must be studied at all levels of school, whether elementary, middle or high school. This research aims to find out the main material in second grade mathematics using the 2013 curriculum (2017 revised edition). Which contains basic competencies, core competencies, operational verbs, HOTS (Higher Order Thinking Skills) and LOTS (Lower Order Thinking Skills) question content. This writing uses a literature study method with data analysis techniques. The results of this research showed that the distribution of dominant mathematical material for KKO KD was in C1, namely identifying, 19%, C2, namely explaining, 50%, C3, namely sorting, 25%, and C4, namely completing 6%. In second grade mathematics material, lower order thinking skills (LOTS) are more dominant, namely 79%. Meanwhile, higher order thinking skills (HOTS) are 21%. Keywords: Subject Matter, Operational Verbs, HOTS and LOTS.

LOTS vs HOTS: Evaluation of History Textbooks for Class XII Senior High School

This study evaluates the prevalence of Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) questions in Indonesian History textbooks for twelfth-grade students. Utilizing a quantitative research methodology, the study analyzes the first-semester evaluation questions from textbooks published by the Ministry of Education and Culture, Erlangga, and Grafindo. Employing descriptive statistical techniques, the analysis reveals distinct disparities in the balance of LOTS and HOTS questions. Specifically, the Erlangga textbook contains 82.6% LOTS and 17.4% HOTS questions, while the Grafindo textbook shows a distribution of 96.7% LOTS and 3.3% HOTS questions. Furthermore, a comparative assessment of descriptive questions shows that the Ministry of Education and Culture’s textbook exhibits a ratio of 38.9% LOTS to 61.2% HOTS, Erlangga has 73.4% LOTS to 26.6% HOTS, and Grafindo features 90% LOTS to 10% HOTS. The findings indicate a significant underrepresentation of HOTS-based questions in the analyzed textbooks, suggesting a potential gap in fostering higher-level cognitive skills among students.

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.

PENERAPAN MODEL PEMBELAJARAN PROBLEM SOLVING BERBASIS SOAL HOTS PADA MATERI SPLTV DALAM MENINGKATKAN HASIL BELAJAR SISWA KELAS XF SMA NEGERI 2 ABIANSEMAL TAHUN PELAJARAN 2023/2024

Abstrak Problem solving is the process of identifying, analyzing, and resolving a problem through systematic and creative steps to achieve the desired goal or solution. High Order Thinking Skills (HOTS) questions are educational assessments that test higher-order thinking abilities. The purpose of this research is to determine the response and whether the implementation of the problem-solving learning model can enhance students' ability to answer HOTS questions on SPLTV material. The research subjects are students of class XF at SMA Negeri 2 Abiansemal for the academic year 2023/2024. The study focuses on understanding SPLTV material with an orientation towards HOTS questions and students' responses to the problem-solving learning model. This research employs a classroom action research design, consisting of two cycles with four stages of activity processes, including (1) planning, (2) action, (3) observation, and (4) evaluation and reflection. Data collection involves assessing student test results as quantitative data and using observation techniques for qualitative data. The research findings indicate that (1) the implementation of the problem-solving learning model can improve students' ability to answer HOTS questions on SPLTV material, and (2) there is a positive response from students towards the implementation of the problem-solving learning model to enhance their ability to answer HOTS questions on SPLTV material

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.