Hot Question Research Articles

E-Scrapbook: The Needs of HOTS Oriented Digital Learning Media in Elementary Schools

The adaptation of new habits after the COVID-19 pandemic has an impact on the lack of availability of learning media that can be used to support the learning process. The role of learning media is very important in the learning process, one of which is to facilitate students in practicing higher-order thinking skills as one of the 21st century skills that must be possessed by students. This study aims to analyze the needs and explore the role of teachers in the process of developing digital learning media containing HOTS-based questions in elementary schools. This research is a descriptive research by conducting a needs analysis. The data was collected using observation and interview methods with instruments in the form of observation sheets and interview sheets. Data analysis was carried out qualitatively. The results show that digital-based learning media containing HOTS questions used in post-covid-19 learning are still limited and not varied. In addition, teachers also have not played a major role in developing digital-based learning media containing HOTS questions. This indicates that the development of digital-based learning media containing HOTS questions needs to be developed as an effort to improve the quality of learning after the COVID-19 pandemic.

High-Level Thinking Skills for Middle School Students in Working on the Types of National Assessment Numeral Questions

Assessment is an activity to reveal the quality of the process and learning outcomes. The first national assessment will be held in 2021. The type of National Assessment question used in this study is the HOTS question. This study aims to describe students' higher order thinking skills in working on types of national assessment questions. This type of research is a qualitative descriptive study, with the subject of class VIII students of SMP Negeri 2 Rambah Samo totaling 28 people. The data collection technique used was a written test consisting of 2 description questions. Based on the results of the study, students' higher order thinking skills in working on national assessment type questions were in the sufficient category, namely 42.86%, less category 17.86%, good category 32.14% and very good category 7.14%. The percentage of appearance indicators analyzed was 84.82%, followed by evaluation indicators at 58.93% and creative indicators at 24.55%. Thus, it can be seen that the high-order thinking ability of students in the very good category is still very low. So it is necessary to apply higher-order thinking skills learning in schools so that students are accustomed to working on HOTS questions and can improve students' higher-order thinking skills.

PENYUSUNAN SOAL HIGHER ORDER THINKING BAGI GURU PENDIDIKAN AGAMA ISLAM SEKOLAH DASAR KECAMATAN CIGUDEG

This Community Service Program (PKM) is carried out with the aim of providing a conceptual understanding and implementation of the preparation of HOTS questions in the subject of Islamic religious education subjects in Cigudeg sub-district, Bogor district. The implementation of PKM is carried out by socialization and simulation methods. This activity is carried out by providing training and assistance in preparing HOTS-based questions in accordance with the guidelines for writing questions. The results obtained during socialization, that teachers understand conceptually and are able to prepare HOTS questions on the subject of Islamic religious education at the elementary school level. Thus, it can be concluded that, community service activities entitled the preparation of Higher Order Thinking Questions for Islamic religious education are running smoothly and effectively.

IMPLEMENTASI HIGHER ORDER THINKING SKILLS TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK DALAM PEMBELAJARAN

This study aims to describe the implementation of HOTS on students' critical thinking skills in learning. The method used is Systematic Literature Review with the PRISMA Model which consists of identification, screening, feasibility, and inclusion steps. Literature collection was carried out through the Google Scholar database and National Library within the 2020-2022 period to obtain 190 pieces of literature. After selection, 20 pieces of literature were analyzed using the Miles & Huberman interactive model consisting of information collection, reduction, data presentation, and conclusions. Thematic analysis is also used to answer predefined review questions. The findings show that the implementation of HOTS in learning is influential, positively correlated, efficient, and able to improve students' critical thinking skills. Not only that, the level of students' mathematical abilities in solving HOTS problems affects their critical thinking skills. There is also the implementation of HOTS that can be applied through instruments, teaching materials, assessments, or learning models. However, the challenges faced in the implementation of HOTS can be in the form of 1) low mathematical ability, 2) students who are not accustomed to working on HOTS questions, 3) interpretation in reviewing information is still low, 4) does not master the topic or material, and 5) less careful

Geobotany Revisited – A Glimpse at the Blooming and Influential Discipline With Its Strong Roots in the Beauty of Nature and the Pragmatic Need of Its Protection

AbstractThe dreams of Humboldt and many of his successors have not yet come true. Despite the great achievements of the last century, we still do not know the total number of vegetation types or the difference in the patterns of the distribution of diversity above and below the ground, we cannot predict all the effects of climate change on vegetation at the regional and global scale, we do not know the hidden and dark parts of species diversity in most ecosystems, nor are we able to make historical vegetation maps for many areas of the Earth. We also do not know the cultural contribution of many plant communities for the development of human populations and civilization, nor do we know the future recreational and therapeutical potential of vegetation (e.g., aromatherapy, ecotherapy). Geobotanical methods can effectively contribute to finding the answers to hot questions in current ecology.Since there are so many gaps in our geobotanical knowledge and so many young researchers still speechless with delight when looking at endless steppes, lush rainforests, tall-herbs, or colorful meadows, there is no doubt that geobotany will be a thriving and developing discipline in the future. Its driving force is the passion of researchers and admiration for the beauty of various types of vegetation and their dynamics as well as awareness of the need to protect them for generations to come.

Hots Questions and Narrative Writing Ability of Lower Primary Pupils in a Vernacular School

Narrative writing is a skill given emphasis by the Ministry of Education (MoE) through the specific Content Standards (CS) and Learning Standards (LS) stipulated in the Curriculum Standard and Assessment Document (DSKP) and aligned to the Common European Framework of References (CEFR) scales. However, lower primary pupils; particularly in urban areas still struggle to produce narrative writings that show quality. This paper presents and discusses an Exploratory Case Study on the use of Higher Order Thinking Skills (HOTS) questions to improve pupils’ narrative writing skills. The study involved 6 purposively chosen lower primary pupils in a vernacular school in Sarawak. Data were collected through classroom interactions, WhatsApp interviews and document analysis. This was to ensure the validity and reliability of the data. Findings of the students’ interview responses indicated that they felt the HOTS questions helped improve their narrative writing as evident in the analysis of their writing tests. Discussions on the findings imply pedagogical, theoretical and policy implications relevant to the Malaysian education and students aspirations outlined in the Malaysian Education Blueprint 2013-2025. Meanwhile, areas for further research can focus on the effectiveness of HOTS on improving other language skills and competency.

Beating Carnot efficiency with periodically driven chiral conductors.

Classically, the power generated by an ideal thermal machine cannot be larger than the Carnot limit. This profound result is rooted in the second law of thermodynamics. A hot question is whether this bound is still valid for microengines operating far from equilibrium. Here, we demonstrate that a quantum chiral conductor driven by AC voltage can indeed work with efficiencies much larger than the Carnot bound. The system also extracts work from common temperature baths, violating Kelvin-Planck statement. Nonetheless, with the proper definition, entropy production is always positive and the second law is preserved. The crucial ingredients to obtain efficiencies beyond the Carnot limit are: i) irreversible entropy production by the photoassisted excitation processes due to the AC field and ii) absence of power injection thanks to chirality. Our results are relevant in view of recent developments that use small conductors to test the fundamental limits of thermodynamic engines.

USING THE REVISED BLOOM’S TAXONOMY TO ANALYZE THE READING COMPREHENSION QUESTIONS IN EFL TEXTBOOK FOR YEAR X OF HIGH SCHOOL

Reading skill is an important skill in the mastery of a language as the more the students read, the more exposed they are to the target language. Giving reading comprehension questions that suit the students’ thinking level has been widely known to foster the students’ critical thinking and reading comprehension. This study aimed (1) to explore the cognitive level of the reading comprehension questions found in EFL textbook based on the Revised Bloom’s Taxonomy and (2) to explore appropriate reading comprehension questions to supplement the EFL textbook to meet the Curriculum of 2013. This study analyzed an EFL textbook for year X of high school based on the cognitive domain of the Revised Bloom’s Taxonomy. The findings show that the proportion between LOTS and HOTS questions was 85.5% and 15.5%. Considering that the EFL textbook was dominated by LOTS questions, it was concluded that the EFL textbook was not appropriate for 10th grade students. Therefore, this study proposed 84 appropriate reading comprehension questions to supplement the EFL textbook so as to allow the students to hone their reading skill through various cognitive processes. There was an increase of 20.4% in the percentage of HOTS questions after the addition of the researcher’s supplementary questions, so the proportion between LOTS and HOTS questions became 65.1% (LOTS questions) and 34.9% (HOTS questions).

Integration of Critical and Creative Thinking Skills in Solving HOTS Questions through the SOLE Model on Counting Rules

One of the provisions of student to be able to answer the challenges of the 21st century is to be able to integrate critical and creative thinking skills in solving problems. The purpose of study was to determine the increase in integration of students’ critical and creative thinking through HOTS questions using the Self-Organized Learning Environments model in the Counting Rules learning topic at SMA Negeri 1 Yogyakarta. This classroom action research was carried out in two cycles, in which cycle consisted of planning, action, observation, and reflection. This study uses three stages in the SOLE model, namely Question, Investigate, and Review. Giving inquiry questions followed by the application of students’ knowledge in interesting and directed tasks in the student worksheets to increase curiosity and provoke students to start using their critical thinking skills. Solving LOTS, MOTS, and HOTS problem solving gradually train students to integrate critical and creative thinking skills. Each group presents the results of their exploration and investigation to improve the integration of critical and creative thinking skills of students. The result of observations on integration of critical thinking show that 15,63% of students are in very high criteria and 84,73% in high criteria. The same result is shown in the integration of creative thinking skills. The achievement test of student learning outcomes in the aspect of knowledge and skills is 87,50%. In this study also obtained the result of the implementation of learning is 93,33%. This research concludes that there is an increase in the integration of students’ critical and creative thinking skills in the Counting Rules.

Development of CBT Integrated E-Module to Improve Student Literacy HOTS

Generations in the 21st century must be prepared to have HOTS literacy competencies and skills. The application of HOTS literacy in the learning process makes students more resilient and able to solve their own problems. This study aims to develop an integrated CBT e-module to improve student literacy HOTS. The resulting e-module has met the valid criteria and has proven to be effective in increasing student literacy HOTS. Student responses to the resulting e-modules are also very positive because the e-modules are designed using the Kvisof Flipbook Maker application which can be opened on laptops, computers or Android devices so that material can be repeated anytime and anywhere as well as HOTS materials and questions. compiled based on CBT to train and improve student literacy HOTS.

Student’s Critical Thinking Ability to Solve Problems HOTS in Regular, Acceleration, and Olympics Class Programs

Critical thinking skills are one of the main objectives of learning Mathematics. HOTS questions are needed so that students are familiar with international standard questions. This study aims to describe the mathematical critical thinking skills of students in the Regular, Accelerated, and Olympic class. Qualitative descriptive research approach with case study design. The subjects of this study were three students who came from different class programs. The research instruments used were tests and interviews. Data analysis used the following procedures: reduction data, data presentation, and conclusion drawing. The results showed that the Regular class students had 'low' critical thinking skills. Regular students are still confused about understanding the main idea of the problem, so the strategies used are not appropriate. Acceleration class students have 'good' critical thinking skills. Accelerated students can answer questions briefly and concisely, less thorough in drawing final conclusions. Olympiad class students have 'very good' critical thinking skills. Student answers are complete and clear. Olympiad class students understand the main purpose and objectives of the questions so that they lead to correct procedures and calculations.

Item Analysis of Measuring Stem Teachers’ Practice in Higher-Order Thinking Skills Questioning Using Rasch Model

For interdisciplinary approach in STEM integration, HOTS questioning application is part of inquiry-based learning which helps learners to construct knowledge by discovering new concepts and developing design thinking. In Malaysia, STEM teachers still insufficient to construct HOTS questions in teaching and learning session. This study aims to analyse HOTS questioning practice items using the Rasch model in terms of validity and reliability. The inventory was developed to measure STEM teachers HOTS questioning practice from five dimensions such as external world view, classroom interactions, deep and analytical thinking and complex thinking strategies using Likert type scale. The pilot study was conducted in eight secondary schools which involved 86 upper secondary STEM teachers. WINSTEPS version 3.72.3 was applied to analyse the pilot study outcomes. The results showed that the reliability based on Cronbach Alpha is 0.97. The construct validity was determined by positive Point Measure Correlation (PMC) value, infit and outfit MSNQ between 0.4 to 1.5 and ZSTD range from -2.0 to 2.0. The summary statistics showed that person and item reliability were 0.97 and 0.95, respectively. The person separation index with the value of 5.39 and item separation index, 4.59 were considered as excellent separation. Finally, for unidimensionality, raw variance explained by measure was 49.1%, and the unexplained variance in the first factor was 6.7% meet the criteria Therefore, after eliminating the unfit items, the results demonstrated that this inventory was valid and reliable to measure STEM teachers HOTS questioning practice in future.

Exploring Students’ LOTS and HOTS in Answering Reading Questions

In the twenty-first century, the education world must fulfill the demands for teaching and learning connected to thinking abilities. For people who are more nuanced and intellectual, the ability to think is necessary. Students must be able to think to reach their learning objectives. Teachers face dilemmas in the classroom in terms of higher-order thinking skills. Teachers incorporate higher-order thinking skills into the teaching and learning process to provide experiences to students, especially in answering questions about higher-order thinking skills. Students often have difficulty answering HOTS questions. As a result, students have difficulty answering reading comprehension questions. This study aimed to explore what students' LOTS and HOTS were in response to reading questions. This type of research is descriptive and qualitative. Data was collected by giving a reading test to 18 students. The instrument used in collecting data is a questionnaire. The data analysis technique is descriptive qualitative analysis. The results showed that the student's ability to answer reading questions based on the LOTS was good. Second, the ability of students to answer reading questions based on HOTS is lacking. Third, the difference in student's ability to answer reading questions based on LOT and HOT is enough. As a result of these findings, students' ability to answer reading questions based on LOTS and HOTS should be improved.

VALIDASI DAN UJI LAPANGAN BAHAN PEMBELAJARAN GENERASI BARU (Studi pada Matakuliah Geografi dan Pelestarian Lingkungan dalam PIPS Universitas Terbuka)

This study aims to carry out the Validation and Trial of Learning Materials for the New Generation of Universitas Terbuka (UT) in Geography and Environmental Preservation in PIPS. This research was carried out in Conventional, Blended and Fully Online forms referring to steps 9 – 10 of the R & D model developed by Borg, Walter R. and Gall, Meredith D. (1983) for the macro scale, and the R & D model according to Borg and Gall (2007) for the micro scale. The results of the Preliminary Field Testing consist of input by 1) Content expert validation which includes material should not be used from the web, updated references, HOT question forms and updated material content; 2) Validation of Language Expert Instructional Design which includes more clarified drawing/illustration techniques, presentation of material plus instructions and sentences are good. The results of the Preliminary Product Revision by students (3 people) of UPBJJ-UT Jakarta, namely input in the form of being given instructions/material descriptions in the answer to the exercise. The Main Field Testing results consist of 1) UPBJJ-UT Purwokerto A total of 8 people, namely improvements to Modules 1-9 and each module a concept map is made; 2) UPBJJ-UT Semarang 4 people, namely the material is too broad and TTM Tutorial Guidance is needed; and UPBJJ-UT Jakarta 2 people, namely given instructions on the description of the material in the answers to the exercises.

The Cultivation of Political Identity Literacy in Ideological and Political Classroom Based on IOT and Knowledge Map

The learning depth and training temperature of citizen research course are realized through preclass preview and exploration of life situation and strengthen emotional noncognitive learning by guiding students through preschool preview, life situation exploration, hot topic dialogue and questions, experience transfer and application, and creating practical activities. In order to achieve the purpose of critical understanding and real problem-solving, I integrated and refined the learning content, from emotion to internal political identity and realized the organic combination of in-depth learning and classroom training. Combined with the development of Multimedia Internet of Things in the classroom, a new software is developed to solve the problem of multimedia network management that connects to other central media control devices and auxiliary devices through the Internet of Things. This paper introduces the design idea and overall structure of the system and discusses the changes brought by the network structure to the multimedia network. The network architecture of multimedia classroom based on SDN and Internet of Things helps to solve the practical problems in the use of existing multimedia classroom, improve the intelligence of multimedia classroom, and better serve teachers and students.

POLA EVALUASI PEMBELAJARAN JARAK JAUH PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM

The COVID-19 pandemic has changed the learning process, which requires learning to be done remotely. Likewise, the learning evaluation process is also carried out remotely. Evaluation is an important part of a learning process because with the evaluation of learning a teacher knows the weaknesses and strengths in the learning that has been done and can be used to monitor the progress of students. Moreover, Islamic religious education is something that is very much needed in social life, because being given Islamic religious education, can foster and guide students to be religious, moral, and dignified. The provision of Islamic religious education is also an effort to realize the goal of national education, namely having religious spiritual strength. This study aims to describe the pattern of evaluation of distance learning and the obstacles faced in evaluating distance learning in the subjects of Islamic Religious Education class VIII at SMP N 13 Surakarta and SMP N 1 Mojolaban. This research is a type of qualitative research, so that in conducting data analysis using qualitative descriptive analysis methods. As for the data collection using interviews, documentation, and observation. The results of this study found that the pattern of implementing distance learning evaluations in the cognitive, affective, and psychomotor domains had been carried out following the evaluation stages, namely planning, implementing, processing, and interpreting data, and reporting evaluation results. And for the obstacles faced during the evaluation of distance learning, namely in the cognitive realm, the test questions are only objective and there are no HOTS questions, so they are not effective in measuring children's understanding. Constraints in the affective domain cannot measure the value of attitudes in the social sphere. And for the psychomotor domain, the assessment is in the form of making practice videos, which makes students complain that there is no internet quota to send assignments because the average student system is in the middle to lower economy.

Save the Ukrainian People First: They Carry their Culture in their Hearts

Save the Ukrainian People First: They Carry their Culture in their Hearts

Penyebab Sulitnya Siswa Menjawab Soal HOTS dalam Pembelajaran Sosiologi di Kelas XI IPS SMAN 1 Batang Kapas Pesisir Selatan

This article was written to find out the cause of the difficulty of students answering the HOTS questions in learning sociology in class XI IPS at SMAN 1 Batang Kapas, Pesisir Selatan. This type of research uses qualitative methods with the type of case study research. The criteria for informants in this study were students of class XI IPS and sociology teachers in class XI IPS at SMAN 1 Batang Kapas. The informant selection technique in this study used purposive sampling. This study discusses that, the cause of the difficulty of students answering HOTS questions is caused by (1) Students Do not Understand the Material. Interviews with several students obtained information that they did not understand the material because of the difficulty of the teacher's teaching method, either because the teacher was difficult to understand, the delivery of the material was not good or the teacher was too quick to teach the material in the learning process. Another thing based on observations can be found the cause of difficulty understanding the material because they are not serious in learning. This can be seen from the attitude of those who watch while studying and some are related to other students. Students' disinterest in learning is caused by teachers who teach a lot using the lecture method so that students become bored and students' thinking skills are not honed. The cause of teachers who use the lecture method a lot is due to the lack of training that can be related to HOTS learning and about HOTS, so that the experience of teachers about HOTS is still relatively low and (2) Students Do not Understand Question Commands. Based on interviews, information was obtained that the reason why students did not understand the instructions about their reasons was never discussed by the teacher about what HOTS questions were and what were the requirements for a HOTS question. This is permitted by the teacher where the teacher only gives HOTS questions to students, the HOTS questions given are also still few so that students are not used to it and do not only answer the HOTS questions that are tested on them. This happened because teachers did not receive training on HOTS, besides that the comprehension ability of class XI IPS students could be said to be still in the lower middle class, which was also confirmed by the Sociology teacher.

Developing the guided inquiry-based module on the circulatory system to improve student's critical thinking skills

The limitations of inquiry-based teaching modules impact the low critical thinking skills of students. The research objective is to develop an inquiry-based module to improve students' critical thinking skills. This development research uses the Borg and Gall model in designing and testing the module. The development was carried out in February - November 2020 at Batik Senior High School 1 of Surakarta, Central Java. The subjects of this study were students of class XI-Science Batik Senior High School 1 of Surakarta. The assessment of the feasibility and effectiveness of the module uses a validation instrument by linguists, material experts, and learning experts. Assessment of students' critical thinking skills using HOTS questions. The effectiveness of the module was tested using the Z test. The results concluded that the module was feasible to use in learning with a feasibility score of 3.83 (linguistic aspect), 3.92 (material aspect), and 3.80 (learning aspect). Furthermore, this module effectively improves students' critical thinking skills as indicated by the results of the Z test (α<0.05). This study recommends the development of inquiry-based modules in improving students' critical thinking skills.

IMPLEMENTATION OF PBL-HOTS MODEL TO STUDENTS MATHEMATICAL LITERACY SKILL

The purpose of this study was to determine the mathematical literacy ability of students in solving HOTS questions before and after applying the PBL-HOTS model on gradient of perpendicular line. In addition, the purpose of this article is to find out student responses to the PBL-HOTS model learning implemented. This research is descriptive research with a qualitative approach. Data collection techniques were used tests, questionnaires, and documentation. The subjects of this study were 25 students of class VIII SMP Lab school UPI who had high, medium, and low mathematical abilities. This study uses 15 test questions and 19 statements in the questionnaire consisting of 7 negative statements and 12 positive statements. The analysis technique in this study consists of three stages, namely 1) data reduction; 2) data display; 3) drawing conclusions and verification. The results showed that students' mathematical literacy skills in solving HOTS questions before the implementation of PBL-HOTS were 18 students identified as failing, 1 student identified as lacking, 4 students identified as adequate, and 2 students identified as very good. Meanwhile, the students' mathematical literacy skills after implementing the PBL-HOTS model were 9 students identified as failing, 1 less, 8 enough, 3 good, and 4 very good. In addition, from the results of the percentage of students' attitude questionnaires towards the learning carried out, it shows that on average 25 students of class VIII SMP Lab school UPI have a good attitude towards the teaching carried out or on intermediate students like or match learning using the PBL-HOTS model in improving their mathematical literacy ability. The results of this study are expected to be used as information about the mathematical literacy skills of junior high school students. They can be helpful in education, especially mathematics teaching, which can use the PBL-HOTS model in improving the mathematical literacy skills of junior high school students.