Analysis of Higher-Order Thinking Skills (Hots)  Items in Senior High School English  National Examination 2019

Ilham, Nurul Wahyuni; Jabu, Baso; Korompot, Chairil Anwar

doi:10.26858/eltww.v7i2.14764

Cited by 6 publications

(6 citation statements)

References 2 publications

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“…The objective classified as create is getting the student develop a new product by arranging some part or elements to be the pattern which was firstly unclear. The assessment using level C6 was also found by previous researchers (Ilham et al, 2020;Musliha et al, 2021). Although the majority of participants were aware of assessing HOT questions, there were two participants who did not include HOTS in the evaluation.…”

Section: Discussionsupporting

confidence: 68%

“…A number of studies have been conducted in order to examine the implementation of Higher Order Thinking Skills in EFL classroom. Researchers investigated how Higher Order Thinking Skills were employed in lesson plan (Haryati et al, 2021;Putri & Sulityaningrum, 2021), the strategies to foster students' Higher Order Thinking Skills (Djami & Kuswandono, 2020;Gozali et al, 2021;Mursyid & Kurniawati, 2019) and Higher Order Thinking Skills in evaluation (Ilham et al, 2020;Musliha et al, 2021;Nada & Melani, 2021;Utami et al, 2019). In Indonesia, the study on the implementation of Higher Order Thinking Skills in three learning stages, preparation, teaching and learning process, and evaluation, is scarce.…”

Section: Introductionmentioning

confidence: 99%

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Higher Order Thinking Skills in EFL classrooms: Evidence in five secondary schools

2023

KJSS

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The standard of process of primary and secondary education in 2013 curriculum implemented in Indonesia explicitly includes Higher Order Thinking Skills (HOTS) in learning principles. HOTS have become the skills that the learners should have for global competition. The English teacher must be able to create the proper instruction to promote students' higher order thinking skills. This study investigates how teachers implemented HOTS in the English classroom.It is a multiple case study involving twelve English teachers from five senior high schools in Jambi city. They were selected in terms of their teaching experience and the accreditation of the schools. The data were collected by using interview, observations and documents (lesson plans). The researcher organized the data from the interviews covering the participants' responses related to the implementation of HOTS in the learning stages, and justified the data from the interview by using the field notes and teachers' lesson plans. The data were analyzed using thematic analysis. There were two major themes found in this study, namely, (1) complete implementation of HOTS, and (2) partial implementation of HOTS.

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Section: Discussionsupporting

confidence: 68%

Section: Introductionmentioning

confidence: 99%

Higher Order Thinking Skills in EFL classrooms: Evidence in five secondary schools

2023

KJSS

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“…Nonetheless, to help the students enhance their thinking process, the teacher's questions should emphasize HOTs. Ilham, Jabu, & Korompot, 2020). The mentioned researches have investigated the HOTs question items produced by the book authors and government.…”

Section: Introductionmentioning

confidence: 99%

The Analysis of Higher Order Thinking Skills (HOTs) in the Test Questions Constructed by English Teachers

Musliha¹,

Sudana²,

Wirza³

2021

Proceedings of the Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021)

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The curriculum 2013 encourages the students' Higher Order Thinking Skills (HOTs). In this case, the teachers should try to meet the demands to achieve the curriculum 2013 goals. One of the effective ways to help the students to attain these thinking skills is teachers' questions. The teachers' questions, to some extent, can stimulate the students' thinking process. The purpose of this study was to analyze HOTs in the test questions constructed by the English teachers. This study used a qualitative content analysis design. The data resources of this study were the test questions designed by two different junior high school teachers. The data were collected from the question items in the teacher-made tests and were analyzed following revised Bloom's taxonomy framework. The results of this study show that the test questions made by the teachers require more HOTs-type questions because the tests are mainly LOTs-type questions. The majority of the test questions cover understanding questions (50%), followed by remembering (42.5%), analysing (3.75%), evaluating (2.5%), and creating (1.25%). Unfortunately, no test item is classified as applying question. Based on the results, it shows that the test questions made by the teacher lack HOTs-type questions.

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“…From these results, it can be seen that the grade XI Indonesian language textbook published by Erlangga is dominated by analyzing questions. As research conducted by Ilham & Korompot (2020), showed that the highest aspect of higher order thinking skills is analyzing.…”

Section: Proportion and Form Of Questions In Textbooks Based On Higher Order Cognitive Thinkingmentioning

confidence: 99%

The Dimension of the Higher Order Thinking Cognitive Process in Indonesian Language Teaching Textbook for Senior High School Students

Agustina¹,

Suwandi²,

Suyitno³

2021

IJMMU

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An increasing advanced civilization requires educational institutions to be more adaptive. This challenge is realized by revising the 2013 curriculum, which integrates higher-order thinking skills. This study aims to describe the cognitive dimensions of higher-order thinking in textbooks on the aspects of analyzing (C4), evaluating (C5), and creating (C6). This study used descriptive qualitative method. The data source used in this study is the Indonesian language textbook for Class XI SMA published by Erlangga. Data collection techniques in this study are content analysis, reading and note-taking techniques. The data validity technique in this study used theoretical triangulation and expert judgement. The data analysis technique used an interactive data analysis model. The results of this study showed that in the Indonesian language textbook XI grade published by Erlangga, there were 170 questions that lead to the cognitive dimension of high-level thinking dominated by analyzing skills of 63 with a percentage of 37.06%, 55 questions evaluating with a percentage of 32.36%, and 52 questions of creating skill with a percentage of 30.59%. In general, the form of questions in the book is dominated by description questions and a few multiple choices. Even though it is presented with multiple choice questions, it does not eliminate the cognitive element of high-level thinking skills. Type of multiple choice questions can be used to assess low to high levels of cognition.

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Analysis of Higher-Order Thinking Skills (Hots) Items in Senior High School English National Examination 2019

Cited by 6 publications

References 2 publications

Higher Order Thinking Skills in EFL classrooms: Evidence in five secondary schools

Higher Order Thinking Skills in EFL classrooms: Evidence in five secondary schools

The Analysis of Higher Order Thinking Skills (HOTs) in the Test Questions Constructed by English Teachers

The Dimension of the Higher Order Thinking Cognitive Process in Indonesian Language Teaching Textbook for Senior High School Students

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