Student Readiness and Challenge in Completing Higher Order Thinking Skill Test Type for Mathematics

Abstract

Mathematics teaching and learning should equip students with the ability to think critically and creatively and problem-solving skill to enable them to compete in the industrial revolution 4.0. This descriptive explorative study explores the readiness and challenges faced by Indonesian junior high school (SMP/MTs) student in solving HOTs type mathematics test using Islamic context. Data were collected from a test-based open-ended questionnaire distributed to 164 students in the 8th of five schools in Sidoarjo East Java comprising 2 junior madrasas (Islamic schools), 2 Islamic-based junior high schools and 1 public junior high school. Descriptive analysis using SPSS and categorization of responses (referring to response options in the questionnaire such as have ever-never, necessary-unnecessary, answered-not answered, etc) show that considering their experience, the students are “less ready” to face HOTs type mathematics test. However, students expect that they can be given more practices in doing HOTs type mathematics questions to help them get accustomed to this type of question. Being unaccustomed to non-routine and lengthy questions, lazy trait and being unfamiliar to Islamic terms used as the context of the question becomes the challenges for the students in facing HOTs type mathematics test.

The profile of students HOTS at Malang, Indonesia in responding to higher-thinking biology questions

“…One of the main factors is their preparation to respond to higher thinking questions. As reported in some studies, Indonesian students have not been ready yet to encounter HOTS-based questions (Kusaeri et al, 2019). This condition is strongly caused by the students' lack of exposure to thinking skills (Widana, 2017).…”

Sikap dan Kesediaan Pelajar Tingkatan Empat Terhadap Perlaksanaan Kemahiran Berfikir Aras Tinggi dalam Pembelajaran Matematik

“…Setelah bertahun KBAT dilaksanakan dalam sistem pendidikan, beberapa kelemahan dalam perlaksanaannya telah pun dikenal pasti melalui usaha berterusan yang dilakukan oleh para sarjana dalam merungkai permasalahan berkaitan KBAT. Antaranya adalah sikap negatif pelajar yang menghalang pengajaran dan pembelajaran KBAT (Jailani et al, 2017), keupayaan menyelesaikan masalah matematik yang sederhana (Norulbiah & Effandi, 2016) dan pelajar kurang bersedia dalam menyelesaikan soalan matematik yang bukan rutin (Kusaeri et al, 2019;Maharani et al, 2019). Selain itu, terdapat juga kajian mendapati bahawa tahap KBAT pelajar adalah pada tahap yang rendah (Jaelani & Heri, 2016) dan terdapat kajian mendapati tahap KBAT pelajar adalah pada tahap sederhana (Shukla & Dungsungneon, 2016).…”

“…Hal ini memberi makna bahawa pelajar masih lagi memiliki sikap yang negatif terhadap soalan berunsur KBAT. Selain memiliki sikap negatif terhadap KBAT, kajian lepas juga telah mengesahkan bahawa pelajar kurang bersedia dalam menjawab soalan matematik yang berasaskan KBAT (Kusaeri et al, 2019;Maharani et al, 2019). Dapatan-dapatan ini mengesahkan bahawa sikap dan kesediaan pelajar terhadap pengajaran matematik berasaskan KBAT belum lagi mencapai tahap sepatutnya dalam memastikan pelajar menguasai matematik dan dalam masa yang sama menguasai KBAT.…”

Mathematics Instruction to Promote Mathematics Higher-Order Thinking Skills of Students in Indonesia: Moving Forward

“…This latest rule highlights the importance of developing a shared knowledge of HOTS in mathematics across several levels, including curriculum, pedagogy, and assessment, as well as among students, teachers, and policymakers [4]. As a result of this policy, the government through the ministry of education and culture held a HOTS-based Mathematics National Examination [5]. The results of the National Examination 2018, as published by the Centre of Education Assessment, are presented in Figure 1.…”