Higher Order Thinking Skills (HOTs) based Assessment for Learning: A Model for Computer Networks Learning in Vocational School

Abstract

Vocational High School is a kind of school that has a strategic role in fulfilling labors. One of the competencies that graduates of Vocational High School must have is the Higher Order Thinking Skills (HOTS). Many graduates of Vocational High School are not absorbed by industry because they do not have HOTS. This study aims to develop a HOTS-based Assessment for Learning (AFL) model that can be applied to learning computer networks for vocational students. This research is a development research using the modified model of Hopkins and Clark - Analysis, Design, Development, Implementation, and Evaluation (HC-ADDIE), which is a collaboration and modification of research, development, and diffusion model of the Hopkins and Clark - Instructional System Design - Analysis, Design, Development, Implementation, and Evaluation (HC-ISD ADDIE), and Classroom Action Research (CAR). The development stage includes designing a prototype model, validating the model, testing legibility, training teachers / observers, and implementing limited and expanded trials. The results showed that the HOTS-based AFL model of computer network learning for vocational students was successfully developed through the HC-ADDIE modified model.

LMS-Driven Hots Reading Model for Higher Education Enhancement

“…The products developed are manifested in this context as a High-Level Thinking Learning Model or HOTS, following the systematic framework of the ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The ADDIE model provides a structured and iterative approach that ensures the thorough analysis, design, development, implementation, and evaluation of the HOTS learning model (Mardiana et al, 2021;Purba et al, 2022;Yassir et al, 2022).…”

Augmented Reality Based Competency Based Learning on Computer Network Learning in Vocational Education Vocational School

“…More reasonable time in computer labs can be a serious obstacle in enabling students to truly understand the concepts being taught (Liu & Mu, 2022;Maurer, 2017). Students may need more time to carry out all necessary practical exercises, address technical issues that arise, or conduct additional experiments to deepen their understanding (Warschauer et al, 1996;Yassir et al, 2022). In addition, the limited amount of equipment in the computer lab may also limit students' access to practice independently, which means each student only gets limited practice time.…”