Understanding, Planning, and Implementation of HOTS by Senior High School Biology Teachers in Banjarmasin-Indonesia

Abstract

Higher-order Thinking Skills (HOTS) is significant for students and has to be trained and managed well by teachers. This study aims to describe the preparation of biology teachers in learning, to analyze the understanding of biology teachers about HOTS, and to examine the efforts of biology teachers in developing HOTS for high school students in Banjarmasin, Indonesia. The subject of this survey was forty-one senior high school biology teachers in the city of Banjarmasin who were involved in routine activities of MGMP (biology subject teacher working group). The research instrument is in the form of a modified questionnaire from previous researchers and has been validated by experts. The data were analyzed using descriptive statistic (percentage). The results showed that the senior high school biology teachers in Banjarmasin have prepared the lesson well, but this was not done consistently (continuously). Some teachers have not maximally prepared the lessons according to the recommended educational standards. The teacher's understanding of HOTS is broad enough, and they assume that HOTS really needs to be trained to students. However, it has not been described in their teaching activities because the HOTS aspect tends to be neglected (not well conducted).

Profile of Junior High School Students' Critical Thinking Skills in Answering Questions Related to Biological Concepts

“…Unfortunately, some science teachers in Indonesia have not consistently applied to learn models or strategies in the class they are teaching. Many teachers in Indonesia are even less familiar with various forms of innovative learning (Ramdiah et al, 2019). In fact, the results of the study Irawan, Rahardjo, & Sarwanto (2017) report that teachers still do not implement the learning that empowers students' CTS.…”

“…Because, the basis of a student being able to think critically is if he is able to understand the concepts learned Responding to challenges in empowering CTS, curriculum and teachers must design a learning process that is able to optimally empower students' thinking skills. Unfortunately, the understanding and awareness of the importance of empowering higher-order thinking skills by Indonesia teachers are still uneven (Ramdiah, Abidinsyah, Royani, & Husamah, 2019). In addition, teacher knowledge about the implementation of thinking skills-based learning is also still in the low category (Retnawati, Djidu, Kartianom, Apino, & Anazifa, 2018).…”

The implementation of local wisdom-based learning and HOTS-based assessment: Teacher survey in Banjarmasin

“…Therefore, teachers must think and plan carefully in increasing learning opportunities for students and improving the quality of teaching and reflecting on it (Benade, 2015;Lamb, 2017). Unfortunately, during this time biology teachers have implemented learning programs are good but not maximized in applying HOTS (Ramdiah, Abidinsyah, Royani, & Husamah, 2019). The urgency of designing learning activities and evaluating learning oriented to the empowerment of HOTS should be immediately recognized by teachers in South Kalimantan.…”

The Difficulties of Prospective Elementary School Teachers in Item Problem Solving for Mathematics: Polya’s Steps

“…Students can be considered to have understood the problem if they were able to reveal the data that is known and the data requested related to the problem at hand. the ability to uncover data and provide data involves the higher-order thinking skills (Herranen & Aksela, 2019;Hu, Chiu, & Chiou, 2019;Ichsan et al, 2019;Jacques, Cian, Herro, & Quigley, 2019;Ramdiah, Abidinsyah, Royani, & Husamah, 2019;Ramdiah, Abidinsyah, & Mayasari, 2018).…”