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

Abstract

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
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Assessment Based on Higher Order Thinking Skill on SKI Learning

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“…The type of research used by researchers is field research. (Sugiyono, 2014). Namely, research that studies intensively the background of the current situation, and the interaction of a social, individual, group, institution, and society.…”

“…The important idea of this type of research is that the researcher goes to the field to conduct a direct observation of a certain phenomenon that occurs in a place. (Almalki, 2016;Sugiyono, 2014). The place that the researchers targeted was MAN 1 Jepara.…”

“…Data collection techniques used to obtain data are carried out in various settings, various sources, and various ways. (Sugiyono, 2014). The research that has been done by researchers uses data collection techniques in the form of observation, interviews, and documentation.…”

An Empirical Studying: Blended Teaching Design Based on Deep Learning

“…It needs to be pointed out that the applicational implication of Higher-order thinking (HOTs) has a key relatedness with deep learning into the teaching design (Erman et al, 2021). Higher-order thinking (HOTs) has three skill elements, such as critical thinking skills, creative thinking and problems solving skills (Amanisa & Maftuh, 2021;Suhendro et al, 2021). Silalahi et al (2022b) identified that critical thinking benefits learners in building the path of self-review in the learning process themselves, and this path will drive the learners to produce an awareness of creative thinking by looking for problem-solving methods.…”