Abstract: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 analy… Show more
“…There is an illogical order of thinking presented in the competency achievement indicators written by the teacher. The study finding supports the previous study that teachers still encounter problems in developing HOT indicators and basic competence in a lesson plan (Indriyana & Kuswandono, 2019;Sukmawijaya et al, 2020;.…”
Higher order thinking skills (HOTS) are already a trend in educational sector. Indonesian government also recommends HOTS in the national curriculum. The concepts of HOTS are applied as a policy in the competences required (based on the regulation of Ministry of Education number 22 in 2016) of the 2013 English Curriculum. The concepts of HOTS are applied in statements of ‘basic competences’ (as known as KD) in the 2013 English Curriculum (syllabus). The purpose of stating HOTS concepts in ‘KD’ to make all of the process of teaching and learning resulted on the students’ ability to be able to think and practice higher order thinking skills in their daily life. As represented in the ‘basic competences’ (KD) of 2013 English curriculum (syllabus revised edition), HOTS can be considered as the significant point in developing indicator (as the objective) of teaching and learning. The development of indicators should be in line with the theory of HOTS, from analyzing, evaluating and creating (based on the revised Bloom taxonomy). However, there are a lot of English teachers who still get difficulties in developing appropriate teaching learning indicators in fulfilling HOTS concepts. In national practice, the policy of implementing HOTS as the basic competences may not be carried out fully by the Indonesian English teachers. There is also a tendency to ignore the discussion of developing appropriate indicator achievement as the learning objectives.
“…There is an illogical order of thinking presented in the competency achievement indicators written by the teacher. The study finding supports the previous study that teachers still encounter problems in developing HOT indicators and basic competence in a lesson plan (Indriyana & Kuswandono, 2019;Sukmawijaya et al, 2020;.…”
Higher order thinking skills (HOTS) are already a trend in educational sector. Indonesian government also recommends HOTS in the national curriculum. The concepts of HOTS are applied as a policy in the competences required (based on the regulation of Ministry of Education number 22 in 2016) of the 2013 English Curriculum. The concepts of HOTS are applied in statements of ‘basic competences’ (as known as KD) in the 2013 English Curriculum (syllabus). The purpose of stating HOTS concepts in ‘KD’ to make all of the process of teaching and learning resulted on the students’ ability to be able to think and practice higher order thinking skills in their daily life. As represented in the ‘basic competences’ (KD) of 2013 English curriculum (syllabus revised edition), HOTS can be considered as the significant point in developing indicator (as the objective) of teaching and learning. The development of indicators should be in line with the theory of HOTS, from analyzing, evaluating and creating (based on the revised Bloom taxonomy). However, there are a lot of English teachers who still get difficulties in developing appropriate teaching learning indicators in fulfilling HOTS concepts. In national practice, the policy of implementing HOTS as the basic competences may not be carried out fully by the Indonesian English teachers. There is also a tendency to ignore the discussion of developing appropriate indicator achievement as the learning objectives.
“…The fact is the book from the Ministry of Education is also implemented HOTS. As Sukmawijaya et al (2020) stated in their study that the content of English textbook for senior high school is relevant to curriculum 2013 and the context of higher-order thinking skill is implemented. So, whether the books from Tiga Serangkai or Ministry of education, both of them are implemented HOTS and curriculum 2013.…”
Section: | Bahastramentioning
confidence: 99%
“…It trains the students to have a higher ability in analyzing deeper texts, cases, questions, and others. Taking concern to the textbook content, textbooks should be designed from lower to higher competence (Sukmawijaya et al: 2020). Additionally, the use of HOTS is more concerned for the higher students, so it can be stated that the content of students' textbooks for higher students are more elaborative.…”
This study aims to discover the semantic meaning focused on non-literal meaning of figurative language found in selected literary works of song lyrics and poems in the English Textbooks Grade XI of Senior High School published by Tiga Serangkai and the Ministry of Education and Culture. This study applied a descriptive qualitative method. The results of the study indicated several types of figurative language such as metaphor, hyperbole, simile, personification, depersonification, symbol, antithesis, litotes, alliteration, with the highest frequencies are metaphor and hyperbole, while the lowest frequencies are depersonification and symbol. As for the High Order thinking skill practice, it should be seen by implementing song lyric and poem materials in the teaching and learning process which include observation, question, association, experiment, and network. Therefore, it suggested an analysis evaluation and assessment provided in school textbooks to see the use of the textbooks with High Order Thinking Skill (HOTS) practices.
“…Furthermore, Assaly and Igbaria (2014) claim that textbooks are one of the important aspects in developing students' higher-level thinking processes. The characteristics of a textbook should be designed from lower to higher-order thinking skills (Sukmawijaya et al, 2020). Suparman et al (2020) also support this by stating reading comprehension involves critical thinking.…”
The objective of this research was to find out whether reading exercises in an EFL textbook for the second-grade students of senior high school are in accordance with HOTS indicators. This research adopted qualitative descriptive research and content analysis method. The object of this research was the reading comprehension essay questions in the Bahasa Inggris SMA/MA/SMK/MAK Kelas XI textbook published by the Ministry of Education and Culture in 2018. The items of the essay reading questions were analyzed using the cognitive levels of the revised Bloom’s taxonomy. As the result, the researcher found that the questions categorized as HOTS level obtain 63 out of 94 questions (67%). Meanwhile, 31 out of 94 questions (33%) were categorized as LOTS level. It indicated that this textbook concentrated more on higher-level thinking questions since the most dominant level in the textbook was higher order thinking skills (HOTS).
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