scholarly journals Pengembangan Instrumen Penilaian Higher Order Thinking Skills Pada Mata Pelajaran Pendidikan Agama Islam

2018 ◽  
Vol 2 (2) ◽  
pp. 199-206
Author(s):  
Taufiqurrahman Taufiqurrahman ◽  
M. Tubi Heryandi ◽  
Junaidi Junaidi
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Assessment Instrument ◽  
Skills Assessment ◽  
Thinking Skill ◽  
Higher Order Thinking Skills ◽  
Model Based

Research on development of Higher Order Thinking Skill (HOTS) is aimed at: (1) to produce higher order thinking skills (HOTS) instrument of PAI class X SMK Ibrahimy 2 Sukorejo Situbondo and (2) to know the feasibility of higher order thinking SMK Ibrahimy 2 Sukorejo Situbondo seen from the results of student trials. This research was research of development of higher order thinking skills (assessment instrument using 4D model. Based on the results of the analysis on the book PAI package and making test questions created by teachers in SMK Ibrahimy 2 Sukorejo can’t measure the ability of higher order thinking (HOT). The ability of students was still relatively low known from the making of questions that still level 1.2 and 3, while the matter can be said higher order thinking (HOT) if it is in the realm of cognitive C4, C5, C6.

scholarly journals Challenges in Applying Higher Order Thinking Skills Assessment in the Teaching of Arabic in Indonesia

2021 ◽  
Author(s):  
Moh. Ainin
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Assessment Instrument ◽  
Skills Assessment ◽  
Higher Order Thinking Skills ◽  
Basic Competencies

One of the teachers’ responsibilities in the teaching and learning process is to conduct assessments. The main purpose of assessment is to understand students’ learning outcomes. Based on the outcomes, teachers can give feedback to improve the planning and the implementation of the teaching process and to determine the quality of the assessment instrument. The Higher Order Thinking Skills (HOTS)-based assessment is urgently needed in schools to produce competitive graduates who have the critical thinking, communicative, collaborative, and creative skills. However, there are some challenges in the implementation of HOTS-based assessment, such as students’ low motivation and Arabic competence, ambiguous definitions of basic competencies in the curriculum, and lack of HOTS materials in textbooks. These challenges can be solved by making an acquisition-based learning of Arabic, reconstructing the descriptions of basic competence, and adapting HOTS-based assessment which is in line with the students’ ability. Keywords: challenges, HOTS, Arabic teaching, solutions

scholarly journals Development of HOTS (High Order Thinking Skill) Based News Text Assessment Instrument for 8th Grade Students in SMP Muhammadiyah 7 Medan

2020 ◽  
Vol 3 (2) ◽  
pp. 1123-1136
Author(s):  
Dzu Mirratin Firda Hidayat ◽  
Abdurahman Adisaputera ◽  
Isda Pramuniati
Keyword(s):  
Research And Development ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
High Order ◽  
Assessment Instrument ◽  
Thinking Skill ◽  
High Order Thinking Skill ◽  
High Level ◽  
High Order Thinking

The purpose of this research is to analyze the development of HOTS (High Order Thinking Skill) based news text assessment instruments for for 7th Grade Students in SMP Muhammadiyah 7 Medan. The study was conducted at SMP Muhammadiyah 7 Medan. This research was conducted in the even semester of the 2018/2019 school year. This type of research is research and development or Research and Development (R&D). This research is called R&D, by adopting eight steps of R&D research according to Sugiyono (2014: 137). The results of this study indicate that students' high-level thinking skills obtained an average score of 51.42. This value is in the medium category because the standard value is met 40 <x total score ≤ 60. The measurement results of the assessment instrument based on Higher Order Thinking Skill in the dimensions of students' persuasive text knowledge obtained superior conceptual ability results with a percentage of 76% in the sufficient category, followed by factual abilities with the percentage of 60% is in the sufficient category, students 'procedural knowledge is 58% with low category, and students' knowledge that is metacognitive there are 59% with enough category. Thus, it can be stated that the eighth grade students of SMP Muhammadiyah 7 Medan have advantages in the conceptual dimension of knowledge and the ability to think at a high level with a medium category, ie students must be accustomed to working on questions based on Higher Order Thinking Skills so that students' abilities increase.

Incorporating Higher Order Thinking Skill (HOTS) Questions in ESL Classroom Contexts

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Khairon Nisa Shafeei ◽  
Hanita Hassan ◽  
Fauziah Ismail ◽  
Azian Abdul Aziz
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Questionnaire Data ◽  
Thinking Skill ◽  
Esl Teachers ◽  
Higher Order Thinking Skills ◽  
Proficiency Level ◽  
Learning Challenges ◽  
Language Classrooms

Malaysia is preparing to face 21st century learning challenges in order to fulfill the global needs. As a result, Higher-Order Thinking Skills (HOTS) have been introduced in the education system with the purpose to produce critical students who are able to compete at the international arena. Thus, this study investigated the question types used by teachers of English as a second language (ESL). Besides, this study also examined the challenges faced by the teachers in incorporating HOTS element in their teaching. The data for this study were gathered by means of class observations, interviews and questionnaires. The data collected by means of classroom observation and interviews were analysed thematically whilst the questionnaire data were analysed using descriptive statistic method. The findings of this study reveal that ESL teachers favour display questions or LOTS compared to referential questions, HOTS. This is due to lack of knowledge regarding HOTS questions and students' English low proficiency level. This study, therefore, recommends that ESL teachers are in need of adequate training on HOTS before they can successfully implement HOTS in language classrooms and further relevant studies should focus on the ways in which HOTS can be incorporated in ESL classrooms.

scholarly journals The Relationship between Higher Order Thinking Skills and Academic Performance of Student in Mathematics Instruction

2017 ◽  
Vol 10 (11) ◽  
pp. 78 ◽  
Author(s):  
Benidiktus Tanujaya ◽  
Jeinne Mumu ◽  
Gaguk Margono
Keyword(s):  
Academic Performance ◽  
Mathematics Instruction ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Research Subjects ◽  
Thinking Skill ◽  
Grade Point ◽  
Higher Order Thinking Skills ◽  
The Relationship

Higher order thinking skills (HOTS) is one of important aspects in education. Students with high level of higher order thinking skills tend to be more successful. However, do this phenomenon also happen in the learning of Mathematics? To answer this question, this research aims to study the relationship between HOTS and students' academic performance in Mathematics instruction. The research is conducted by occupying correlation research method on 41 students of mathematics education in university of Papua who had already completed 120 credits. The instrument in a test format for HOTS measurement has two main indicators; the critical thinking skill and creative thinking skill. Students are selected as research subjects, and are asked to do 9 questions of HOTS test in 60 minutes. The holistic rubric is used to assess the higher order thinking skills of students. The results of research show that these two variables have a high value of correlation (r = 0.814) and the regression equation is grade point average = 2,105 + 0,017 HOTS. Both of statistics show that there is a significant relationship between HOTS and students' academic achievement.

scholarly journals Evaluation of Pedagogy Competence of Chemistry Teacher in Compiling Higher Order Thinking Skill (HOTS) Assessment Instrument for High School Students

EduKimia ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 91-95
Author(s):  
Andromeda Andromeda ◽  
Zonalia Fitriza ◽  
Faizah Qurrata 'Aini
Keyword(s):  
High School Students ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Difficult Problem ◽  
Higher Order ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Essay Test

Basic Competence (BC) is a minimum students’ achievement after learning process. Most of the BC in the 2017 revised Indonesian curriculum requires students to have higher order thinking skills (HOTS), therefore teachers have to prepare assessment instruments referring HOTS. However, there are still many teachers who misperceive HOTS and think that HOTS is a difficult problem. This causes the teacher’s understanding of HOTS questions to be low. This study aims to describe chemistry teachers’ competence in evaluating HOTS of students. 19 teachers from 14 Senior High Schools was examined using structured essay test to figure out their ability and problems in compiling HOTS assessment instrument. The data collected was analysed using Miles Huberman methods starting with data reduction, data display and conclusion. Through this evaluation, it is known that only 10.53% of teachers comprehended HOTS and were able to apply it in evaluation, 57,89% of them understood the HOTS but weren’t able to apply in evaluation while 31,58% others didn’t know the comprehensive HOTS evaluation. This fact will certainly disrupt the planning, implementation and assessment of learning. Furthermore, the instrument compiled to assess higher order thinking skills based on BC does not measure expected abilities.

scholarly journals Analysis on Factors Influencing Geography Teachers’ Ability in Constructing High-Order Thinking Skills (HOTS) Assessment Instrument

2021 ◽  
Vol 6 (2) ◽  
pp. 205
Author(s):  
Suhendro Suhendro ◽  
Dede Sugandi ◽  
Mamat Ruhimat
Keyword(s):  
Teacher Education ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Assessment Instrument ◽  
Survey Method ◽  
Assessment Instruments ◽  
Tertiary Institution ◽  
Higher Order Thinking Skills ◽  
The Relationship

The teacher's ability to construct assessment instruments is a focus that needs to be considered. Furthermore, the demand of the 21st century directs teachers to set questions that are oriented to train students' abilities in higher-order thinking. However, several factors affect the ability to construct HOTS-oriented assessment instruments. This study aims to investigate what factors influence geography teachers’ ability to develop higher-order thinking skills (HOTS) instruments to measure learning outcomes. This study used a survey method with a quantitative approach. The data collection technique was field observation, and multiple linear regression was used for analysis. The results showed the linearity of teacher education regarding the length of teaching geography was 0.904, the tertiary institution was 0.009, and the background of education was 0.019. Also, teachers' certification was 0.007, their training was 0.032, and their experience in making HOTS questions was 0.047. The coefficient value of determination R, namely 0.635 means the relationship between teaching length, the linearity of their education in tertiary institutions, background, certification, training, and experience regarding the ability to develop HOTS-oriented assessment instruments is 63.5%. This means the relationship is strong, and 36.5% is another factor. This study concludes that the factors that significantly affect the ability of geography teachers in developing HOTS-oriented assessment instruments are the linearity factor of teacher education in universities, education background, certification, teacher training and experience in making HOTS questions. Keywords: Teacher ability factors; Assessment, Higher-order thinking skills   Copyright (c) 2021 Geosfera Indonesia and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

scholarly journals Analisis soal penilaian akhir semester mata pelajaran matematika smp berdasarkan level berpikir

2019 ◽  
Vol 5 (2) ◽  
pp. 53-63
Author(s):  
Attin Warmi ◽  
Alpha Galih Adirakasiswi ◽  
Adi Ihsan Imami
Keyword(s):  
Lower Order ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Thinking Skill ◽  
Higher Order Thinking Skills ◽  
Low Order

Pembelajaran dan penilaian pembelajaran berbasis kemampuan berpikir tingkat tinggi (Higher Order Thinking Skills / HOTS) atau berpikir kritis selalu direkomendasikan dalam proses pembelajaran yang bermutu. Tujuan dari penelitiam ini yaitu untuk mendeskripsikan soal-soal pada penilaian akhir semester berdasarkan level berpikir dan jenis-jenis stimulis yang digunakan.  Pengelompokan pada level berpikir yaitu berdasarkan pada Lower Order Thinking Skills (LOTS), Midle Order Thinking Skills (MOTS), dan Higher Order Thinking Skills (HOTS). Pengelompokan pada jenis stimulus yaitu dilihat dari pertanyaan yang digunakan dalam soal-soal penilaian akhir semester. Penelitian ini merupakan penelitian deskriptif dengan analisis dokumen. Soal-soal yang dianalisis adalah soal-soal matematika kelas VII pada penilaian akhir semester genap tahun pelajaran 2018/2019. Hasil penelitian menunjukkan bahwa hampir setengah dari soal-soal yang di berikan pada Penilaian Akhir Semester ini merupakan soal Higher Order Thinking Skills (HOTS) yaitu 48,57%, sedangkan soal yang tergolong dalam Midle Order Thinking Skills (MOTS) dan Low Order Thinking Skill (LOTS) berturut turut sebesar 31,43% dan 20%. Jenis stimulus yang digunakan dalam soal Penilaian Akhir Semester ini berupa penggalan kasus/situasi masalah, gambar, simbol,daftar kata, diagram dan rumus, tetapi jenis stimulus yang paling banyak ditemukan  dalam Soal Penilaian Akhir Semester ini yaitu penggalan kasus/situasi masalah.  

scholarly journals PROSES METAKOGNITIF MAHASISWA DALAM MENGERJAKAN SOAL HIGHER ORDER THINKING SKILLS DITINJAU DARI GAYA KOGNITIF

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Alifiani Alifiani ◽  
Sikky El Walida
Keyword(s):  
Field Dependence ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Field Independence ◽  
Thinking Skill ◽  
Higher Order Thinking Skills ◽  
Purposive Sampling

Penelitian ini bertujuan untuk mendeskripsikan proses metakognitif mahasiswa dalam mengerjakan soal HOTS (Higher Order Thinking Skill) terkait materi aplikasi turunan peubah banyak, khususnya masalah ekstrim (maksimum-minimum) dalam mata kuliah Kalkulus Lanjut ditinjau dari gaya kognitifnya, yaitu Field Independence (FI), Field Dependence (FD), dan Field Neutral (FN). Sesuai dengan tujuan penelitian, pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan jenis deskriptif eksploratif. Instrumen yang digunakan adalah peneliti sebagai instrumen utama, lembar soal, angket analisis gaya kognitif, dan alat rekam. Subjek penelitian terdiri dari 3 orang mahasiswa Pendidikan Matematika Semester 3 di salah satu Perguruan Tinggi di Kota Malang yang dipilih dengan teknik purposive sampling. Hasil dari penelitian ini adalah individu FI memiliki proses metakognitif yang lebih baik saat mengerjakan soal HOTS dibandingkan individu FD dan FN. FI melakukan metacognitive evaluation untuk memerika jawaban meski tidak menemui kendala atau kesalahan sedangkan individu FD dan FN baru melakukan metacognitive evaluation dalam memeriksa kembali jawaban ketika sadar bahwa ada kesalahan yang dilakukan. Jadi dapat disimpulkan bahwa individu FI memiliki proses metakognitif yang lebih baik saat mengerjakan soal HOTS dibandingkan individu FD dan FN.

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