Hot Question Research Articles

Language Acquisition Games: Its Effects on the Students’ Oral Language Skills

Facing the 21st century English language learners today marks a bit change and a formation of strategized teaching methodology on how facilitators must uphold and seek highest form of learning. K to 12 curriculum aims to acquire highly- developed language skills, with this, teachers must find ways to uplift the oral proficiency level of students as one key component of a well- developed communicative competence. This study investigates using pre-test post- test experimental design to elucidate the level of oral language skills of 60 heterogeneous oral- expressive students prior to and after the administration of the language acquisition games along comprehension, fluency, vocabulary, pronunciation, and grammar. It also identified the significant differences on each aspect. Qualitative descriptive analysis and in- depth observation was used to identify the learning behaviours manifested by the oral- expressive students. Face- to- face ESL pre- and post- oral assessment was undertaken by the respondents and a Stanford FLOSEM (Foreign Language Oral Skills Evaluation Matrix) rubric was utilized to assess oral- expressive students’ level of oral- language skills by an expert validator. Analyses of data revealed an increase of one level from the pre- test to post- test result after the administration of the 30-40 days language acquisition games intervention. Further, there is also a significant difference between pre- and post- test along each aspect of oral language skills and identified seven learning behaviors seen in the viewpoint of the students namely; active engagement through rewards and punishments, everyone made effort to be involved in the game, properly guided through rules given time under pressure, given chance to speak during class discussion, develop inquisitive thinking through answering HOTS questions, and overcome ridicules, boosting confidence. Thus, the researcher devised an output entitled “Language Acquisition Games: A Kit towards Effective Oral Communication Skills for Grade 8 Students” to develop speaking skills of students. Curriculum developers, materials developer and language institutes might integrate these language games into an English language classroom to at least enhance students’ oral language skills.

Twelve hot questions in the management of hypertension in patients aged 80+ years and their answers with the help of the 2023 European Society of Hypertension Guidelines.

Arterial hypertension is a major risk factor for cardiovascular morbidity and mortality, and highly prevalent in older age, underscoring the importance of its appropriate management. The population is ageing at an increasing rate, with those aged 80+ years being the fastest growing population characterized by high heterogeneity in terms of functionality and autonomy. The prevalence of hypertension rises with increasing age, due to a significant increase in SBP largely as a result of age-related stiffening of the aorta and other large arteries, affecting almost 80% of those aged 80+ years. Appropriate management of blood pressure in this population is a priority for clinicians. Frailty is a condition characterized by marked vulnerability to adverse health outcomes and is common among older adults including those with hypertension. Hypertension increases frailty level and at the same time, individuals with increasing frailty present with more drug-related adverse effects meaning they are less tolerant to blood pressure lowering by medication. Thus, frailty is a factor that should be integrated when treating hypertension in this population. The European Society of Hypertension 2023 Guidelines on the management of Hypertension are the first international guidelines to integrate the concept of adapting blood pressure management in older adults according to their frailty/functionality level, and to propose practical tools for the application of this concept in the daily practice of physicians and other healthcare professionals. The present article prepared by the European Society of Hypertension Working Group on Hypertension in Older Adults aims to further address some important aspects mentioned concisely in the 2023 European Society of Hypertension guidelines, in order to help physicians and other healthcare professionals including those practicing in primary care. To this end, this study discusses 12 'hot questions' which are answered with the help of the 2023 European Society of Hypertension Guidelines. We hope the present article and Working Group's actions will contribute to understanding and applying the ideal management of hypertension in this most vulnerable population.

Analysis of numeration literacy ability in solving hots questions on two-dimensional figure material fifth-grade students

Analysis of numeration literacy ability in solving hots questions on two-dimensional figure material fifth-grade students

Analysis of Multiple Choice HOTS Test Questions on the Final Semester Assessment

Assessment is essential in the education system to monitor educational development and make appropriate instructional decisions. This study aims to analyze the quality of multiple choice questions based on high-level thinking skills (HOTS) in the Geography subject using Anates Windows Version 4.0.9 software. This evaluative research involves analysis of final semester exam questions for class X Geography at SMA Islam Al Azhar 14 Semarang. Data consisting of questions, answer keys and exam results were collected from 32 students. The analysis was carried out descriptively and quantitatively to assess the level of difficulty, discriminating power, reliability, effectiveness of distractors, and validity of the questions. The analysis results show that the difficulty level of most of the questions is in the medium category (50%). The discriminating power is mostly good, although several questions are wrong or bad. Most of the distractors worked well, but some questions had ineffective distractors. Regarding validity, 17 questions were valid, while 11 questions were invalid. The reliability of the test is in the high category, with a reliability coefficient of 0.71. Anates Windows Version 4.0.9 software effectively analysed the quality of HOTS questions. These findings indicate that although most of the questions are of good quality, some require revision to increase their validity and effectiveness. This research emphasizes the importance of using technology in educational assessment to ensure the quality and fairness of exam questions. It contributes to developing assessment tools to improve students' higher-order thinking skills.Keywords: Item Analysis; Multiple Choice; HOTS; SMA Islam Al-Azhar

Metode Pembelajaran Matematika yang Efektif dalam Meningkatkan High Order Thinking Siswa

This examination means to test the adequacy of science learning strategies in working on understudies' more elevated level reasoning. This exploration is advancement research utilizing the ADDIE (Investigation, Plan, Improvement, Execution, Assessment) methodology. In view of the exploration results, it was reasoned that the advancement of HOTS-based learning instruments with the assistance of the issue based learning model was effective. The improvement method utilizes the ADDIE (Examination, Plan, Advancement, Execution, Assessment) technique. The approval results with parts of content reasonableness, language reasonableness, and show appropriateness got a decent reaction from the validator. Aside from that, the typical understudy reaction to HOTS issue based learning is generally excellent, and assuming that you look at understudy scores when executing HOTS issue based learning, you can see a huge increment. This implies that this learning instrument is reasonable for use to further develop understudies' HOTS capacities. The consequences of this examination are as illustration plans, LKPD, evaluation instruments as HOTS questions, and an expansion in understudies' HOTS capacities which should be visible from the aftereffects of looking at understudy scores when executing the HOTS questions. . based learning model. Aside from that, understudies become familiar with thinking at a more significant level so they can tackle each numerical issue given. The attributes of the issue based HOTS learning item being created are 1) estimating significant level abilities to reason, requiring understudy imagination in settling HOTS questions, 2) relevantly based, and 3) utilizing different types of inquiries

Analisis Soal HOTS pada Soal Latihan Bahasa Indonesia Kelas IX dalam Fitur Aplikasi Ruang Guru

This research aims to: identify the form of HOTS questions at the analyzing (C4), evaluating (C5), and creating (C6) levels of Indonesian language practice questions for class IX SMP on the Ruang Guru application. This type of research is descriptive qualitative. The research instrument used is documentation research. The research results show that: HOTS form at analyzing level (C4) with indicators of distinguishing, organizing and attributing, HOTS question form at evaluating level (C5) with indicators examining and criticizing. Finally, form HOTS questions at the creating level (C6) with implementing indicators.

VirtumFi: Development of Android-integrated Instructional Media, Teaching Materials and HOTS Questions on the Topic of Quantum Phenomena for Senior High Schools

VirtumFi: Development of Android-integrated Instructional Media, Teaching Materials and HOTS Questions on the Topic of Quantum Phenomena for Senior High Schools

Analysis of Students' Physics Literacy Skills in Solving HOTS Problems and Self-Regulated Learning

The purpose of this research is to examine the physics literacy skills of students solving HOTS questions and self-regulated learning (SRL) on measurement material at private high schools in Maju Village, through descriptive research using a qualitative approach. The instruments used include questionnaires, and HOTS test questions on Measurement material. The results showed that the low SRL category (score 98) was unable to reach the questions at C4. The medium group (score 120), could not fulfill all level 4 indicators. In high SRL, students are able to fulfill the indicators, by solving the problem completely, using the right information, applying numeracy skills, and being able to provide conclusions and their reasons, but cannot fulfill the indicators at level 5 and 6. The learning independence factor plays a significant role in determining the level of HOTS student.

Development of Interactive Edugame Learning Media Based on Snakes & Ladders to Improve IPAS Learning Outcomes

The use of learning media that is a game has never been developed by teachers, resulting in low learning outcomes of IPAS light and sound material. The purpose of this study was to develop, test the feasibility, and effectiveness of interactive edugame learning media based on snakes & ladders to improve the cognitive learning outcomes of IPAS for fifth grade students of SD Negeri Candi 01 Semarang City. The type of research used is Research and Development (R&D) research with the Borg and Gall development model. The subjects of this research were 24 fifth grade students of SD Negeri Candi 01 Semarang City. Data collection techniques used non-test techniques (observation, interviews, questionnaires, data and documentation) and test techniques (pretest and posttest). The data analysis technique begins with the normality test, then the T test and the N-Gain test to show the final results. The results of this study are as follows 1) Snakes & ladders-based interactive edugame learning media was developed using Canva and Genially applications in the form of a flipbook with components, namely cover, preface, table of contents, character introduction, concept map, learning outcomes, learning objectives, materials, games, LKPD, images, animations, experimental videos, and HOTS questions. 2) The results of the feasibility test from media experts obtained a score of 91% with a very feasible category and material experts obtained a score of 93% with a very feasible category. 3) The effectiveness of snakes & ladders-based interactive edugame learning media comes from the results of the pretest and posttest, based on the cognitive learning outcomes of students showing an increase in change, namely the normality test analysis shows that the data is normally distributed. The T test results obtained Sig. (2-tailled) 0.001 <0.05. The N-Gain test results were 0.84 with high criteria. The conclusion of the development of interactive edugame media based on snakes & ladders was successfully developed with very feasible and effective to improve the cognitive learning outcomes of IPAS fifth grade students of SD Negeri Candi 01 Semarang City.

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.

Analisis Proses Pemecahan Masalah Matematika Berdasarkan Kerangka Kerja Mason pada Siswa SMP dengan Kategori Kemampuan Berpikir Kritis Matematis yang Berbeda

Problem-solving ability is an ability that affects the success of learning mathematics. One that affects problem-solving ability is critical thinking ability. Teachers must know the problem-solving process that students have to improve the problem-solving-oriented learning process. The purpose of this qualitative descriptive study was to analyze the mathematical problem-solving process based on the Mason framework for junior high school students with different categories of mathematical critical thinking abilities. The subjects of this study were 4 grade VII E students of SMP Negeri 5 Tuban with high and low mathematical critical thinking skills categories. The instruments used are written test questions for comparison materials with FRISCO indicators, written test questions for comparative materials in the form of HOTS, and interview guidelines. The results of the study will be analyzed descriptively and qualitatively based on the Mason framework. From the results of the study, it can be concluded that: (1) subjects with the category of high critical thinking skills can solve HOTS questions with cognitive levels C4, C5, and C6 correctly and fulfill all Mason's framework, namely the entry, attack, and review stages; (2) subjects with low mathematical critical thinking skills were unable to solve all HOTS questions with cognitive levels of C4, C5, and C6 and only met Mason's framework, namely the entry stage with complete aspects.

Analysis of Elementary School Students' Problem-Solving Abilities in Solving HOTS Questions

This study aims to describe the problem-solving skills of fifth-grade elementary school students in solving HOTS-type mathematics problems. This study applies Polya's problem-solving steps. Type of this research is descriptive quantitative. The subjects of this study were 26 students in the odd semester of 2022/2023 the academic year 2022/2023 academic year at SDN 61 Bengkulu City. Instruments and data collection techniques used in this study were test sheets and interviews. Data analysis was carried out in descriptive analytical way. The results showed that 75% of fifth-grade students at SDN 61 Bengkulu city had the ability to understand problems, 63% had the ability to plan a settlement, 45% had the ability to solve problems according to plans that had been made, and 45% had the ability to look back at the answers. Only 45% of students have problem-solving skills. Keywords: geogebra, group investigation, learning outcomes, quasi experiment

Fostering Higher Order Thinking Skills in Mathematics Learning: A Scoping Review of Teacher Development Initiatives

This community service program aimed to enhance both the understanding and application of Higher-Order Thinking Skills (HOTs) in mathematics instruction for participating teachers. Employing a targeted professional development approach informed by the Community-Based Participatory Research (CBPR) framework, the program equipped 21 mathematics teachers from Musyawarah Guru Mata Pelajaran (MGMP) in Aceh Tengah District, Indonesia, with the necessary knowledge and pedagogical strategies to foster and cultivate high-level thinking skills in their students. The program demonstrably improved teachers' knowledge, skills, and commitment towards implementing HOTs-oriented instruction. While areas like solving HOTs questions necessitate further attention, the overall results suggest success, paving the way for continued advancements in promoting deep-thinking and problem-solving skills in mathematics education. Analysis of the data reveals a positive impact of the program on teachers' understanding of HOTs. While areas such as problem-solving and critical thinking require further development, the program evidently achieved its goals of raising awareness, knowledge, and application skills related to HOTs. Building upon this foundation, future interventions can delve deeper into these advanced skills, further empowering teachers to cultivate critical thinking and problem-solving abilities in their students.

Application of Bloom’s Taxonomy of Educational Objectives in Formative and Summative Assessments of Kiswahili Language: A Case of Secondary Schools in Meru District Council

Currently, the educational field emphasizes on the teaching and learning that is competence based. This article examines how Bloom’s Taxonomy is applied in formative and summative assessments of Kiswahili language in secondary schools. The article is guided by Vygotsky’s Cognitive Development Theory. Data were collected through interview, documentary analysis and observation. Kiswahili language teachers were involved in data collection. The findings reveal that in assessment of Kiswahili language, the Lower Order Thinking skills is highly applied in formative assessment while the Higher Order Thinking skills is mostly included in summative assessment. The reason behind this is that many Kiswahili teachers lack enough skills on composing HOTs questions, as well as preparing LOTs and HOTs questions based on competence-based approach. Therefore, Kiswahili teachers need more trainings on Bloom’s Taxonomy application in line with competence-based approach; this could be done through workshops, sharing knowledge between teachers within the school, and interschool cooperation.

ANALISIS KEMAMPUAN BERPIKIR KRITIS MAHASISWA DALAM MENYELESAIKAN SOAL HOTS DITINJAU DARI SELF-REGULATED LEARNING

This research wa motivated by the low critical thinking skills of students in solving HOTS questions and the lack of self-regulated learning in attending Pengantar Dasar Matematika lectures. The aim of this research is to analyze students' critical thinking abilities in solving HOTS questions in terms of self-regulated learning. This research uses a qualitative methodology using descriptive techniques. The subjects of this research were 30 students of Mathematics Education, FKIP, University of Muhammadiyah Tangerang who had received integers material in Pengantar Dasar Matematika course and were selected using purposive sampling, namely students in semesters 1 and 3. Data collection was carried out by administering self-regulated learning questionnaires, HOTS integer questions, and interviews. The results of this research show that 20% of students have high self-regulated learning criteria, 63% have medium criteria, and 17% have low self-regulated learning criteria. Students with high self-regulated learning got an average critical thinking ability score of 3.06 out of 4, students with moderate self-regulated learning got an average score of 3.20 and 2.88 for students with low self-regulated learning. This shows that critical thinking skills are not always related to self-regulated learning.

Description of the Ability to Arrange Assessments According Curriculum 2013 on Chemistry PPG SM3T Student

The curriculum 2013 experienced a shift in the assessment process, which is from the assessment of results to the assessment process. In the process of carrying out the assessment, many complaints that arise in the field including the difficulty in determining the assessment of various aspects both cognitive, affective, and psychomotor. Researchers are interested in knowing how the ability of PPG SM3T Chemistry Education’s Students as a prospective professional teacher in compiling an assessment based on curriculum 2013. The research purposes were to describe the ability of PPG SM3T Chemistry Education’s Students in compiling an assessment based on curriculum 2013. The methode of the research was descriptive with study case involved 16 students of PPG SM3T Chemistry Education in the 2018/2019 school year. The research instrument was in the form of an assessment rubric with 10 aspects of assessment, one of which contained HOTS questions. The results of the data analysis showed that the ability of PPG SM3T Chemistry Education in compiling HOTS questions was classified as less skilled with an average score 67.19% whereas when viewed from all aspects of the preparation of the assessment based on curriculum 2013 it was classified as skilled with an average score 84.89%.

Analysis HOTS Problem Solving: Student Learning Outcomes from Student Facilitator and Explaining and Geogebra-Assisted Discovery Learning Models

Educators need to think about the difficulties that students often face when faced with high-order thinking skills in order to improve the teaching and learning system through the use of the right learning methods. This study aims to compare learning outcomes between using the Student Facilitator and Explaining the learning model with Discovery Learning powered by Geogebra to help students be critical, creative, and innovative in solving problems in the form of High Order Thinking Skills questions to think about in the context of science and everyday life. This experiment uses quantitative methods and is conducted in two classes XI with a total of 32 samples, namely 13 students of Experiment A and 19 students of Experiment B. This study uses instruments in the form of HOTS questions, consisting of 5 descriptive questions with pre-test and post-test designs so that the generated data is tested with JASP and SPSS software. In the Geogebra-powered Discovery Learning model, the p-value is 0.059 with an average of 20.000, while in the Geogebra-powered Student Facilitator and Explaining learning model, the p-value is 0.276 with an average of 52.947. Thus, the learning model suitable for the application of Geogebra software is Student Facilitator and Explaining based on the generated data and has a higher learning outcome value than the pre-test and post-test of the Discovery Learning learning model. This research can be a reference for education in education because of the need for proper technology to support the teaching and learning activities for students.

Analisis Kemampuan Pemecahan Masalah dalam Menyelesaikan Soal HOTS untuk Siswa Kelas XI SMAK ST. Dominikus Tambolaka

This study aims to determine problem-solving abilities in solving HOTS questions for Class XI SMAK ST. Dominikus Tambolaka. The type of research used in this research is qualitative research. In this study, the subjects were 9 class XI SMAK ST. Dominikus Tambolaka and the object of this research is problem-solving skills in solving HOTS questions. The data analysis technique used is data reduction, data presentation, and drawing conclusions or verification. Students who meet the high category are 4 people, medium category are 4 people and low category are 1 person. The percentage of students' overall ability test results that can solve problems based on problem solving indikators according to NCTM is for question number 1 the stage of understanding the problem there is 67%, the indikator of compiling a problemsolving plan is 78%, the indikator of solving problems according to plan is 67% and indikators interpret the result there is 44%. For question number 2 the understanding stage of the problem is 78%, the indikator for compiling a problemsolving plan is 78%, the indikator for solving the problem according to plan is 78% and the indikator for interpreting the results is 22%. Then for question number 3 for the indikator of understanding the problem 67%, the indikator of compiling a problemsolving plan is 100%, the indikator of solving the problem according to plan is 78%, and the indikator interpreting the results is 78%

Fostering Critical Thinking Skills Through Innovative Elementary School Science Learning

<em>Contemporary educational frameworks evolve to prepare learners for real-world challenges, so learners are required to have skills and be able to compete in the 21st century era. Critical thinking skills are high-level thinking skills that are very important for learners to have starting from elementary school, but in fact, critical thinking skills in elementary schools are low. The focus of this research is to describe critical thinking skills through innovation in elementary school science learning. This research uses a literature study research method. Data collection is sourced from relevant articles, journals, and books. Research data analysis through four stages 1) data collection, 2) data reduction, 3) data presentation, and 4) conclusion drawing. The results of this study reveal that learning innovation has an important role because it is able to foster critical thinking skills through HOTS questions, appropriate learning models, and media that can foster critical thinking in students. Some things that need to be considered are the utilization of technology that is developing using technology-based media and the use of HOTS questions and learning models is also considered. So it can be concluded that fostering critical thinking skills through learning innovation can be done through HOTS questions, appropriate learning models, and learning media in elementary school science learning.</em>

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