Implementation Of Higher Order Thinking Skills Research Articles

EFL Teachers’ Problems in HOTS Implementation during Covid Pandemic

Even though the implementation of higher-order thinking skills has been mandated by the Curriculum 2013, some English teachers find it complex, especially during the covid-19 outbreak. This study aims at finding out the problems faced by three English teachers in implementing higher-order thinking skills. It is framed under a case study design in which documentation and semi-structured interview were used for data collection. Data gathered from both semi-interviewed and documentation were analyzed using thematic analysis in which the data were coded into some themes. The finding reveals that teachers have some external and internal problems in the implementation of higher-order thinking skills. For the internal factors, the teachers admitted that they lacked training and exposure to the integration of higher-order thinking skills. They acknowledged that they frequently employ instructional strategies they have used successfully in the past. While for the external factors, the teachers asserted that the students lack the motivation to learn English online. The majority of students choose not to participate in learning activities. This study suggests that teachers must engage in continuing professional development (CPD), which can be accomplished in a variety of methods, in order to encourage the integration of higher-order thinking abilities in the classroom. If the government and the schools where the instructors educate support this CPD, it will be successful.

THE IMPLEMENTATION OF HIGHER ORDER THINKING SKILLS (HOTS) ON STUDENTS’ READING COMPREHENSION AT SMA NEGERI 18 MAKASSAR

This study aimed to know the implementation of higher order thinking skills on students’ reading comprehension at SMA Negeri 18 Makassar. This research focused on pre-experimental research with one group pre-test post-test. The population of this research was class XI students of SMA Negeri 18 Makassar in the academic year 2021/2022. Purposive sampling techniques were used to took one class as the research sample, totaling 26 students. The data was obtained in the form of multiple choices of the reading test. After analyzing data, the writer concluded that the implementation of HOTS in reading comprehension can improve students’ reading comprehension. This evidenced by the average score of students during the pre-test and post-test. The mean score of the students in the pre-test (before the action) was 36.53 and the post-test (after the action) was 68.07. These data indicated that there is a significant difference between the pre-test and post-test. Based on the data from the analysis, it can be concluded that the implementation of higher-order thinking skills can improve students' reading comprehension in class XI Social 4 SMA Negeri 18 Makassar.

Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS)

Background:This study aims to identify the level of knowledge and practice on the implementation of higher-order thinking skills (HOTS) among mathematics teachers at a secondary school in the district of Terengganu. The study focused on the aspects of curriculum, pedagogy and assessment and compared them with demographic factors of the respondents.Material and methods:It used the quantitative approach and adopted descriptive survey method involving 196 respondents. Also, inferential analysis was conducted using Pearson correlation and Multivariate Analysis of Variance Test (MANOVA).Results:The findings showed that the level of knowledge and practice of the assessment aspect was the weakest. Also, there was a relationship between the level of knowledge and practice of HOTS in each aspect.Conclusions:Significant differences exist in the level of knowledge and practice in the implementation of HOTS based on demographic factors such as gender, the location of school and exposure in the HOTS course.