HOTS Implementation in French Learning Assessment in High Schools

Abstract

The 2013 curriculum aims to create generation that has 21st century skills: creative, critical thinking, communicative and collaborative (4C). To achieve this goal, it is necessary to integrate higher thinking skills (HOTS) in learning. This study aims to identify the implementation of HOTS in learning assessement of French in high school and to describe the understanding level of French teachers about HOTS and its implementation. It is a qualitative descriptive analytic study with documentation and in-depth interviews for data collection. In this research, 8 packages of grade 10 final tests from five schools in Lampung, totaling 348 questions and interviews are used as sources of data. The results of the analysis show that the composition of the questions on the exam already contains questions with HOTS characteristics consecutively as follows : remembering/C1 (36.78%), understanding/C2 (53.16%), applying/C3 (7.47%), analyzing/C4 (2.58%). Evaluation is an important aspect but cannot be separated from the objectives and the learning process. Referring to the interview with five French teachers, the low percentage of HOTS questions is due to the lack of their knowledge in designing HOTS questions and implementing HOTS-based learning process. On the other hand, the description of basic competencies in French syllabus that they use as reference in determining objectifs and learning process does not relfect the higher thinking order.