The purpose of this study was to explore the HOTS-based learning planning process in thematic learning. Exploring the process of implementing HOTS-based learning in thematic learning. Exploring the HOTS-based learning evaluation process in thematic learning at Bakalan Nguntoronadi Elementary School, Wonogiri Regency. The research was conducted at Bakalan Ngnutoronadi Public Elementary School, Wonogiri Regency in the Odd Semester of the 2022-2023 academic year. The research subjects were people who were involved in implementing HOTS-based learning in thematic learning. Data collection techniques with interviews and documentation. Data analysis using descriptive analysis. The results showed that planning learning methods by considering suitability with learning objectives, suitability with learning materials, suitability with the media, tools, materials, and learning resources used, students' abilities, students' learning styles, duration of time available, and the possibility of freedom teacher in varying the methods that will be used by the teacher, and the interaction of teachers with students, students with teachers, and students with students. The implementation of HOTS-based thematic learning is carried out through the application of learning models based on student activity including the discovery/inquiry learning model, the Problem-based Learning (PBL) model, and the Project-based Learning model. The implementation of HOTS-based thematic learning is constrained by the teacher's lack of understanding of the HOTS concept, so that learning carried out using inquiry, PBL, and project based learning models has not been able to improve higher-order thinking skills. HOTS-based learning evaluations are: (1) Measuring higher-order thinking skills, (2) based on Contextual Problems, (3) aspects of assessment in the form of attitude assessment, (4) are divergent, and (5) use multiple representations.

The importance of developing higher-order thinking skills in the 21st century impacts the standardization of learning tools in schools. This research analyses the lesson plans prepared using the HOTS-based learning plan indicators. The research design used is document analysis. The data source in the study was the lesson plans that elementary school teachers had prepared, as many as 4 lesson plans—data collection techniques using documentation and interviews. Data analysis techniques are data reduction, display, and verification. The study results showed that the HOTS aspect was included in the lesson plan the teacher had prepared. Namely, the competency selection aspect was 83.3%. Formulation of indicators by 25%. The identity of the selection of learning materials is 100%. The formulation of learning objectives is 50%, the use of learning methods is 75%, and the use of learning resources is 75%. The use of learning media is 100%. Learning activities by 100%, selection of assessment by 100%. Overall the coverage of lesson plans analyzed on HOTS was 80.2%. The HOTS-based learning plans that elementary school teachers have prepared still need to improve their preparation, especially in using HOTS verbs. A review of the HOTS-based learning implementation plan is needed to achieve learning activities that refer to developing students' higher-order thinking skills.