scholarly journals The Development of Higher Order Thinking Skills-Based Assessment Instrument for Elementary School Integrated Thematic Learning

2019 ◽  
Keyword(s):  
Elementary School ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Assessment Instrument ◽  
Higher Order Thinking Skills ◽  
Thematic Learning

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 Electronics Student Worksheet Based on Higher Order Thinking Skills for Grade IV Elementary School

2021 ◽  
Vol 5 (2) ◽  
pp. 453
Author(s):  
Sri Rahayu ◽  
Iskandar Ladamay ◽  
Bambang Budi Wiyono ◽  
Romia Hari Susanti ◽  
Naufal Rafif Purwito
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Student Response ◽  
Design Development ◽  
Higher Order Thinking Skills ◽  
Black And White ◽  
Questionnaire Score ◽  
Addie Model ◽  
Thematic Learning

The Student Worksheets (LKPD) available so far only contain black and white writing. In addition, the pictures and questions presented did not attract students' interest in learning. Therefore, it is necessary to develop LKPD that can attract students' learning interests. This study aims to develop Electronic LKPD (E-LKPD) thematic learning based on Higher Order Thinking Skills (HOTS). This research is a type of development research (RnD). The development model uses the ADDIE model which consists of the Analysis, Design, Development, Implementation, Evaluation stages. The E-LKPD product that has been developed is then tested on validators, teachers, and students to determine the effectiveness of its use. Data analysis techniques were carried out descriptively, qualitatively, and quantitatively. Validation is carried out by three validators, namely content, material, and language validators. The research instrument is a teacher response questionnaire for practicality and a student response questionnaire for attractiveness. The average validation result of media experts is 3.6 with the "very valid" category, while the material expert is 3.83 with the "very valid" category and the linguist is 2.83 in the "valid" category with revisions. The results of the analysis of the practicality of the E-LKPD can be assessed from the results of the teacher's questionnaire score obtained a score of 3.43 in the "very practical" category while the results of the analysis of the attractiveness of the E-LKPD obtained from the results of the student questionnaire score with a score of 3.19 in the "good" category. Based on the trial, it was concluded that the results of developing the E-LKPD product for HOTS-based thematic learning were valid, practical, and interesting to use in learning in grade IV elementary schools.

scholarly journals Enhancing The Ability of Elementary School Teachers in Designing Higher Order Thinking Skills (Hots) Categories of Natural Sciences Through Participatory Training

2020 ◽  
Vol 5 (2) ◽  
pp. 202-210
Author(s):  
Peduk Rintayati ◽  
Ahmad Syawaludin ◽  
Siti Istiyati
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Science Learning ◽  
Design Science ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
School Teachers ◽  
Higher Order Thinking Skills ◽  
Participatory Training

The implementation of higher order thinking skills (HOTS) in science learning in elementary school is needed so that students get the stimulation to think critically and creatively through science experiment tasks. The tasks of teaching and learning activities need to be applied in the HOTS-oriented learning process by adjusting the characteristics of elementary students' thought development, curriculum, and adapted to the nature of science as a product, process, and scientific attitude. This study aims to improve the teacher's ability to design science learning in the HOTS category through the application of participatory training, consisting of the stages of analysis of the needs of the training participants, reviewing the material, designing the tasks of the science learning in the HOTS category collaboratively. Subjects were involved as many as 14 elementary school teachers in Laweyan Subdistrict, Surakarta City. The study design uses descriptive qualitative. Data collection used was a test of the ability to design science learning in elementary schools. The results showed that the ability of elementary school teachers to design science learning in the HOTS category after attending the training had a higher score than before participating in the participatory training.

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

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