Development of Assessment Tools of Critical Thinking in Mathematics in the Context of Hots

Tanjung, Henra Saputra; Nababan, Siti Aminah; Sa’dijah, Cholis; Subanji, Subanji

doi:10.37418/amsj.9.10.91

Cited by 4 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the evaluation aspect, some facts need to be revealed: detecting inconsistencies in a problemsolving process and seeing the procedure's suitability with the given problem. In the evaluation section, there is a checking and discussion process [14,16,22,26]. During the checking process, the prospective teacher detects consistency.…”

Section: Discussionmentioning

confidence: 99%

“…High Order Thinking Skills (HOTS) is a process of classifying something complex into several parts, detecting relationships, combining new information, and using all previous levels to evaluate or make judgments [13][14][15][16][17]. In HOTS, there is a process to identify a concept, see the relationship between the idea and the information previously obtained, and then assess the analysis results [18][19][20]. This is in line with the preliminary study results, which states that there is a process of analysis, evaluation, and creating new things.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

High order thinking skills: can it arise when a prospective teacher solves a controversial mathematics problem?

Rosyadi

Sa’dijah

Susiswo

et al. 2022

J. Phys.: Conf. Ser.

View full text Add to dashboard Cite

High order thinking skills are important for prospective mathematics teachers. This study aims to describe whether High Order Thinking Skills (HOTS) can appear when prospective teachers solve controversial math problems. This research has been conducted using descriptive qualitative research. The instruments that have been used are controversial math test questions and interviews. The research subjects used were 150 prospective mathematics teachers, and three people who experienced controversy were taken to find out their HOTS. The results showed that from the three subjects, information was obtained that analysis and evaluation had emerged when solving controversial problems, but only one subject appeared for creating. Suggestions for the next researcher is to combine critical thinking and HOTS to bring up aspects of creating.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

High order thinking skills: can it arise when a prospective teacher solves a controversial mathematics problem?

Rosyadi

Sa’dijah

Susiswo

et al. 2022

J. Phys.: Conf. Ser.

View full text Add to dashboard Cite

show abstract

“…In addition, the education system must instruct 21st-century 4Cs skills from an early age to prepare students to become future generations in a globalized world that demands collaboration and innovative skills [4]. The results of previous research also showed that mastering HOTS can help students to formulate creative ideas, express opinions, make decisions, understand complex problems, solve problems, test hypotheses, and evaluate the truth of information [5]. Thus, HOTS needs to be developed in the teaching and learning process by the teacher during the learning.…”

Section: Introductionmentioning

confidence: 99%

The cognitive alignment of mathematics teachers’ assessments and its curriculum

Zana,

Sa'dijah,

Susiswo

2024

IJERE

View full text Add to dashboard Cite

This study aims to explore how the cognitive level alignment between the teachers’ assessments and Mathematics curriculum in Indonesia related to students’ higher order thinking skills (HOTS) development. The study adopted a descriptive exploratory design with a qualitative approach. The participants of this study were 15 high school mathematics teachers from Malang City and the Nganjuk district. Data were collected from the results of the assessments and indicators of the mathematics curriculum used by teachers. The data collected were analyzed using Anderson & Krathwohl’s Taxonomy to determine the alignment of the cognitive level from assessments and curriculum. In the semi-structured interview session, we recorded teachers’ responses who were able to construct HOTS-based assessments. Our findings showed: i) mathematics indicators primarily targeted students’ thinking skills at the low cognitive level, namely applying; ii) teachers’ assessments were more dominant at the low cognitive level, and there was no assessment at create level; and iii) the alignment of the cognitive level was relatively low for the HOTS category. The study findings can be used to improve curriculum and assessment in education. They can also be used as reflections for Mathematics teachers on the importance of aligning the cognitive level, especially that develop students’ HOTS.

show abstract

“…Currently, there is no research answer to this research question and examines how the steps of mathematics teachers to improve students' abilities from lower-order thinking skills (LOTS) to higher-order thinking skills (HOTS) during the learning process in the classroom through scientific learning coupled with HOTS-based assessments. Most of the research that has been carried out is only related to teachers' understanding of HOTS-based assessments (Retnawati et al, 2018;Schulz & Fitzpatrick, 2016), assessment development in the context of HOTS (Dhewa Kusuma et al, 2017;Gradini & Noviani, 2022;Tanjung et al, 2020), and instructional design for HOTS-based assessments (Apino & Retnawati, 2017). Similar research that is relevant, namely the analysis of the design of the implementation of learning plans for mathematics teachers based on Higher Order Thinking Skills, showed that the preparation of class assessments is still at a low level (Kartika et al, 2019).…”

mentioning

confidence: 99%

LOTS to HOTS: How do mathematics teachers improve students’ higher-order thinking skills in the class?

Zana¹,

Sa’dijah²,

Susiswo³

2022

Int.J.Trends.Math.Edu.Research

View full text Add to dashboard Cite

This study explored how mathematics teachers improve students' thinking skills from low to higher order thinking skills (HOTS) during class. This study used a qualitative descriptive research design. The research subjects involved were mathematics teachers from one of the high schools in Malang City, East Java, Indonesia. Data were collected through a process of initial observation in schools, the results of preparing lesson plans, classroom assessments by teachers, and semi-structured interviews. The results of the research were analyzed using models, namely data reduction, data presentation, and concluding. Data focused on lesson plans based on a scientific approach and HOTS-based assessments: analyzing, evaluating, and creating. The teachers' class assessments were analyzed and classified into the HOTS cognitive level using the Anderson Krathwohls' Taxonomy indicators. The findings of this study indicate that teachers arranged the class with a scientific approach setting and provided HOTS-based class assessments to students to improve students thinking skills. But on the other hand, teachers experienced obstacles, that are students who are still passive when the scientific method was applied and the learning took a lot of time. Another obstacle related to the HOTS-based assessment is that teachers had difficulty when compiling HOTS-based assessment because it required a lot of time and thinking skill. Students also had difficulty in solving HOTS-based questions due to low reading interest and diverse student abilities.

show abstract

Development of Assessment Tools of Critical Thinking in Mathematics in the Context of Hots

Cited by 4 publications

References 0 publications

High order thinking skills: can it arise when a prospective teacher solves a controversial mathematics problem?

High order thinking skills: can it arise when a prospective teacher solves a controversial mathematics problem?

The cognitive alignment of mathematics teachers’ assessments and its curriculum

LOTS to HOTS: How do mathematics teachers improve students’ higher-order thinking skills in the class?

Contact Info

Product

Resources

About