scholarly journals Reading Comprehension Question Levels in Grade X English Students’ Book in Light of the Issues of Curriculum Policy in Indonesia

2019 ◽  
Vol 9 (1) ◽  
pp. 44
Author(s):  
Rin Surtantini
Keyword(s):  
Reading Comprehension ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Comprehension Question ◽  
Ministry Of Education ◽  
Curriculum Policy ◽  
Higher Order Thinking Skills ◽  
English Students ◽  
Inferential Comprehension

This article aims at finding out the reading comprehension-question levels as constructed for some chapters of English Students’ Book for Grade X published in 2017 by The Ministry of Education and Culture of Indonesia. The data were taken purposively and analyzed using Barrett’s taxonomy of reading comprehension to examine the levels of comprehension questions provided in the book. While higher-order thinking skills (HOTS) in Bloom’s taxonomy involve students to analyze, to evaluate, and to create, Barrett’s reading comprehension levels exhibit corresponding features, namely inferential comprehension, evaluation, and appreciation. The analysis is to show the corresponse the reading comprehension questions in the book to the current issues of HOTS in the curriculum policy of Indonesia. The results demonstrate that while some of the comprehension questions (21%) comply with the higher level of reading comprehension, the rest (nearly 80%) show lower level of reading comprehension. In response to the implementation of the curriculum policy in Indonesia, teachers need to practice constructing higher levels of comprehension questions that considerably make students get used to think critically

THE INFLUENCE OF HIGHER ORDER THINKING SKILLS, VOCABULARY MASTERY AND READING MOTIVATION ON READING COMPREHENSION ACHIEVEMENT

2021 ◽  
Vol 1 (4) ◽  
pp. 483-496
Author(s):  
Titik Sholihah ◽  
Agus Widyantoro
Keyword(s):  
Reading Comprehension ◽  
Reading Motivation ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Cronbach’S Alpha ◽  
Higher Order Thinking Skills ◽  
Independent Variables ◽  
Cronbach's Alpha ◽  
Ex Post

This research aims at finding out the influence of Higher Order Thinking Skills (HOTS), vocabulary mastery and reading motivation on reading comprehension achievement among State SMP Students in Magelang Regency. This research was an ex post facto involving three independent variables; students’ HOTS (X1), vocabulary mastery (X2), and reading motivation (X3) and one dependent variable, students’ reading comprehension achievement (Y). The sampling technique was the proportional cluster random sampling. The research instruments were three tests and a questionnaire. The kind of validity of the tests was the content validity by experts’ judgment. The construct validity of the questionnaire was measured by factor analysis. The reliability of the tests was measured by Cronbach’s Alpha with the Alpha of HOTS test is 0.768, vocabulary mastery test’s is 0.757 and the reading comprehension achievement test’s is 0.716. The reliability of the questionnaire was measured by Cronbach’s Alpha with the Alpha is 0.862. The data were analyzed using the multiple regression analysis continued by the partial correlation. The result of the multiple regressions indicates that HOTS, vocabulary mastery and reading motivation influence reading comprehension achievement with the F=236.709 with the significant level below 0.05 which means that the three independent variables influence significantly on reading comprehension achievement. The Adjusted R Square is 0.653 which means that the reading comprehension achievement is 65.3% predicted by the three independent variables. The contribution of HOTS on reading comprehension achievement is 38.7%, vocabulary mastery is 50.3%, and reading motivation is 8.2%.

scholarly journals Penyusunan soal tes bermuatan lower dan higher-order thinking skills pada guru SMP

2021 ◽  
Vol 4 (3) ◽  
pp. 300
Author(s):  
Ega Gradini
Keyword(s):  
Evaluation Criteria ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Teacher Competence ◽  
Ministry Of Education ◽  
Higher Order Thinking Skills ◽  
Cognitive Levels ◽  
Level 3 ◽  
Structured Test

Training for Junior High School’s teacher on constructing LOTS and HOTS questions aims to (1)improve teacher competence on designing lower and higher-order thinking skills assessment; and (2)provide teachers with an understanding of the formulation of successful test questions and the evaluation criteria set by the Ministry of Education and Culture. The training was given to 31 teachers of SMP IT Cendikia Takengon in stages; (1) pre-training observations; (2) tutorial and practice; (3) assistance; and (4) evaluation. The training conducted on August 14  to October 20, 2020. Based on the results of evaluation and reflection, it is found that; (1) teachers were able to write questions, both multiple-choice and essays questions, following the principles of writing questions; (2) teachers were able to understand and distinguish between cognitive levels (levels 1,2 and 3) and cognitive dimension (C1, C2, C3, C4, C5, and C6); (4) teachers generally have been able to compile HOTS questions although some teachers still have difficulty designing HOTS questions; (5) Teachers understand that HOTS questions are not difficult questions, but level 3 questions that involve reasoning; and (6) teachers understand that structured and non-structured test if properly designed have the potential to measure both lower and higher-order thinking skills.

scholarly journals Pembangunan Modul Kemahiran Berfikir Aras Tinggi di dalam Mata Pelajaran Sains Sekolah Rendah: Analisis Keperluan Guru

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Mohd Nazri Hassan ◽  
Ramlee Mustapha ◽  
Nik Azimah Nik Yusuff ◽  
Rosnidar Mansor
Keyword(s):  
21St Century ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Ministry Of Education ◽  
Higher Order Thinking Skills ◽  
High Level ◽  
Teaching Modules

Teaching Higher Order Thinking Skills (HOTS) has its own challenges and need to be emphasized in the curriculum as it is one of the skills of the 21st century. HOTS is among six main characteristics of students who aspire Ministry of Education to succeed globally. However, studies on the effectiveness of the module KBAT in science subjects still not carried out. Hence, the purpose of this study was to develop and evaluate the effectiveness of teaching modules based on higher order thinking skills in science subjects in primary schools. The first phase of this study is to identify the needs of teachers of science on higher-order thinking skills module. The needs analysis also aims to determine the need and willingness of teachers to KBAT module in the teaching of science in primary schools. The initial analysis is carried out based on the protocol requirements interview involving 6 teachers teaching science subjects in six primary schools. The results showed that the willingness of teachers in the implementation and knowledge is minimal. Teachers are also not mastered the skills to integrate elements of higher order thinking skills in science teaching. Students facing dificulties to understand the questions as well as the teachers to develop high-level questions are identified problems faced by teachers. The interview data also shows teachers need simple guidance material or HOTS module to use for teaching and learning in the classroom.

scholarly journals An Analysis of Higher Order Thinking Skills Realization in Reading Comprehension Questions

2020 ◽  
Vol 15 (1) ◽  
pp. 83-89
Author(s):  
Ervina Juli Aryani ◽  
Sri Wahyuni
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Task Type ◽  
Higher Order Thinking Skills ◽  
Educational Stakeholders ◽  
English Textbooks ◽  
Context Of Learning

The significance of Higher Order Thinking Skills (HOTS) has led many educational stakeholders to include the skill in educational curriculum and more specifically in the subjects that students learn. In the context of learning English, HOTS should be instilled in four language skills, especially reading skill. This skill is vital since students are demanded to be critical of what they read. Therefore, this research aimed at investigating how the reading comprehension questions in English textbooks for three different grades (X, XI, and XII) published by the Ministry of Education and Culture facilitate HOTS. By employing cognitive level of Bloom’s revised taxonomy (2001) and critical thinking task type of Numrich’s sequence (Beaumont, 2010), the questions are analyzed qualitatively. The results reveal that HOTS are realized adequately in the textbook for grade XI. In the textbooks for grade X and XII, HOTS are found in small quantity. Besides, based on Numrich’s sequence, the majority of the questions focus on the text which means that critical thinking-based questions are found in small number. Thus, it is expected that this result assists teachers, textbook writers, and future researchers to engage more on the implementation of HOTS.

scholarly journals STUDENTS’ DIFFICULTIES IN SOLVING HIGHER-ORDER THINKING SKILLS (HOTS) READING COMPREHENSION SECTION AT SMA 1 TAKENGON

2021 ◽  
Vol 5 (2) ◽  
pp. 153-163
Author(s):  
Yunie Amalia Rakhmyta ◽  
Alif Maulidiyah
Keyword(s):  
Reading Comprehension ◽  
Main Idea ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Research Subjects ◽  
Higher Order Thinking Skills ◽  
Descriptive Research ◽  
Three Phase ◽  
Qualitative Descriptive

This study aims to determine students’ difficulties in solving Higher-Order Thinking Skills (HOTS) questions and their dominance due to the reading comprehension section at SMAN 1 Takengon. This study was delivered through a qualitative descriptive research design. Twenty-two students were elected to be research subjects based on purposive sampling. The instruments were documentation and interview. Data analyzed by adopting Miles and Huberman’s theory stepped into three-phase; data reduction, data display, and conclusion.  As a result, the percentages showed several students’ difficulties; first in making inferences about 48%, second, determining the main idea about 26%, third, in detailed information about 18%, last, in understanding vocabulary about 8%. In conclusion, the dominant difficulty is making an inference.

scholarly journals ANALYSING HIGHER ORDER THINKING SKILLS ON THE COMPULSORY ENGLISH TEXTBOOK FOR TENTH GRADERS OF INDONESIAN SENIOR HIGH SCHOOLS

2020 ◽  
Vol 5 (2) ◽  
pp. 137-148
Author(s):  
Andi Sukmawijaya ◽  
Wisma Yunita ◽  
Dedi Sofyan
Keyword(s):  
Content Analysis ◽  
High Schools ◽  
Language Skills ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Ministry Of Education ◽  
Higher Order Thinking Skills ◽  
Tenth Graders ◽  
The Republic

This study aimed to ascertain proportion of Higher Order Thinking Skills (HOTS) based on the revised edition of Bloom’s Taxonomy in the language skills and language knowledge of tasks in the textbook of “Bahasa Inggris of class ten employed in senior, vocational and Islamic senior high schools published by the Ministry of Education of the republic of Indonesia and its relevancy to the 2013 curriculum. By employing a content analysis research design, this study employed content cards as the instrument for analysing the textbook, in which two techniques were used to administer the data, namely content analysis and documentation. The data were analysed qualitatively using Brookhart including compiling, disassembling, reassembling, interpreting and concluding. Results turned out that the proportion of HOTS in language skills is integrated well. In addition, the content of higher-order thinking skills in tasks of the compulsory English textbook of “Bahasa Inggris of class ten employed in senior, vocational and Islamic senior high schools” is relevant to the 2013 curriculum. It has fulfilled the standard suggested by the Decrees of the Ministry of Education. It is recommended that the teachers need to train students extensively on the implementation of the HOTS to achieve the goals targeted in the 2013 curriculum well.

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