Analysis of Learning Higher Order Thinking Skill (HOTS) Toward English Subject

Warmadewi, Putu Sri; Agustini, Dewa Ayu Eka; Wedhanti, Nyoman Karina

doi:10.23887/jppsh.v3i2.21278

Cited by 6 publications

(5 citation statements)

References 3 publications

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“…HOTS-based learning has been introduced in line with the implementation of the 2013 Curriculum, but in reality, there are still many educators who do not understand and have not implemented it. This is because, during the training, the instructors transferred theories solely without giving examples or practices of implementation of HOTS learning (Warmadewi et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Higher-Order Thinking Skills on Teachers-Made Tests by English Teachers of a Senior High School in Bengkulu City

Apriana

Lubis²,

Sofyan³

2022

JETALL

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The objectives of this study are to investigate the composition of Higher Order Thinking Skills (HOTS) on the English teacher-made test based on the revised Bloom’s taxonomy and investigating the quality of the teacher-made tests viewed from the composition of HOTS. This study was a content analysis that used a triangulation design: data transformation model mixed method approach. The data of this study were teacher-made test sets that consisted of 136 questions. The data were analyzed by understanding the operational verbs used in each item of the teacher-made test based on the cognitive domain of revised Bloom’s taxonomy. Then, data were put in a checklist table based in each cognitive domain category. After that, the data were calculated quantitatively and interpreted qualitatively. The results show that the composition of HOTS was lower than the Lower Order Thinking Skills (LOTS) of all questions on the teacher-made tests. The most frequent cognitive domain of the Bloom’s taxonomy found on the teacher-made test was C2 (Understand), followed by C4 (Analyze), C3 (Apply), C1 (Remember), C5 (Evaluate), and C6 (Create). Moreover, the quality of the teacher-made tests viewed from the composition of HOTS was in a less proportional criterion. In conclusion, the findings indicate constructing a test based on the principles of HOTS seem still problematic for Senior High School English teachers.

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Section: Introductionmentioning

confidence: 99%

Higher-Order Thinking Skills on Teachers-Made Tests by English Teachers of a Senior High School in Bengkulu City

Apriana

Lubis²,

Sofyan³

2022

JETALL

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“…This is one of the differences between PjBL learning and PjB-HOTS learning models. According to Yusuf and Widyaningsih (2019); Warmadewi, Agustini & Wedhanti (2019); Supriyatin, Rahayu, Ristanto & Ichsan (2019), such learning strategies train students to use their higher-order thinking skills, to analyze and to evaluate contextual problems, and to use a variety of questions. In addition, they also state that supportive learning environments can foster thinking skills for reasoning, evaluation, problem-solving, decision making, and problem analysis.…”

Section: Analytical Thinking Skillmentioning

confidence: 99%

The Effect of the Pjb-HOTS learning model on cognitive learning, analytical thinking skills, creative thinking skills, and metacognitive skills of biology education students

Liline,

Tomhisa,

Rumahlatu

et al. 2024

tused

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In this industrial revolution era, university-level education emphasises higher-order thinking skills). This research aims to analyse the effect of implementing the PjB-HOTS learning model on cognitive learning, creative thinking skills, analytical thinking skills, and metacognitive skills of the students studying osmoregulation concepts in Animal Physiology courses. The sample consisted of 61 fifth-semester students divided into twoclasses. An open-ended test was used to measure students' cognitive learning levels, creative thinking skills, analytical thinking skills, creative thinking skills, and metacognitive skills. The research data were analysed using the Analysis of Covariance (ANCOVA). The results of this research show that the learning model had a significant effect on the cognitive learning gains (0.000< α= 0.05), creative thinking skill (0.001< α= 0.05), analytical thinking skill (0.000< α= 0.05), and metacognitive skill (0.000< α= 0.05). These results indicate that the combined syntax of PjBL and HOTS can foster students' higher-order thinking skills and improve their cognitive learning gains. We recommend the PjB-HOTS learning model be used for other biological concepts at the university-level.Journal of Turkish Science Education 176 suitable skills for the 4.0 education era. Hartono and Pahlevi (2020) explain that HOTS focuses on critical thinking and creative thinking to solve problems. HOTS-based learning can help learners improve their problem-solving skills. HOTS integrated with learning strategies can be used to improve the learning process by promoting learners' creativity at all levels of education (Zohar &

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“…Teachers feel that they need more time to be able to plan their lesson plans to achieve the HOTS goals. Teacher's efforts in using strategies, methods, and Indonesian learning are oriented into HOTS can be said that the teacher has tried to direct students to think critically and creatively, (Bishop, Caston, & King, 2014); (Warmadewi, Agustini, & Wedhanti, 2019). Certainly, the purpose of using strategy, method, approach, and learning media is to implement Indonesian language learn-ing HOTS oriented.…”

Section: Post-activitiesmentioning

confidence: 99%

Hots-Oriented Indonesian Language Learning in Senior High School in Jambi

Rustam

Rasdawita

Priyanto

2020

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The purpose of this research was to describe the competence of the high school teachers in Jambi in designing, implementing, and evaluating HOTS-oriented Indonesian Language learning. To answer this question, the concept of Indonesian Language learning was employed. This study used a qualitative design with case study technique. The data were comprised of the responses, learning process, and action conducted by the teachers. The respondents were selected using purposive sampling method by considering teacher’s academic qualifications. Data collection was performed through interview accompanied by focused group discussion (FGD), observation and document-ation. The results of this study showed that the Indonesian Language teachers had designed, implemented and evaluated students’ performance in HOTS-oriented Indonesian Language learning. Unfortunately, the teachers were less capable of synergizing the HOTS-oriented learning with pedagogical approaches, such as genre-based (text learning), scientificlearning and CLIL.

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Analysis of Learning Higher Order Thinking Skill (HOTS) Toward English Subject

Cited by 6 publications

References 3 publications

Higher-Order Thinking Skills on Teachers-Made Tests by English Teachers of a Senior High School in Bengkulu City

Higher-Order Thinking Skills on Teachers-Made Tests by English Teachers of a Senior High School in Bengkulu City

The Effect of the Pjb-HOTS learning model on cognitive learning, analytical thinking skills, creative thinking skills, and metacognitive skills of biology education students

Hots-Oriented Indonesian Language Learning in Senior High School in Jambi

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