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

Cholis Sa'dijah(1Mail), Firdha Mahrifatul Zana(2), Susiswo Susiswo(3),
(1) Department of Mathematics, FMIPA Universitas Negeri Malang, 65145, Indonesia
(2) Department of Mathematics, FMIPA Universitas Negeri Malang, 65145, Indonesia
(3) Department of Mathematics, FMIPA Universitas Negeri Malang, 65145, Indonesia

Mail Corresponding Author

Abstract


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

Keywords


Assessments Class; Mathematics; Scientific Approach; Higher Order Thinking Skills; HOTS;

   

Article DOI



DOI: https://doi.org/10.33122/ijtmer.v5i3.143
       

Article Metrics

 Abstract views : 95 


   

Article Pages


Pages:

   

References


Abdullah, A. H., Abidin, N. L. Z., & Ali, M. (2015). Analysis of students’ errors in solving Higher Order Thinking Skills (HOTS) problems for the topic of fraction. Asian Social Science, 11(21), 133–142. https://doi.org/10.5539/ass.v11n21p133

Abkary, N. S., & Purnawarman, P. (2020). Indonesian EFL Teachers’ Challenges in Assessing Students’ Higher-Order Thinking Skills (HOTS). 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE), 482–489.

Anderson, L. W., Krathwohl Peter W Airasian, D. R., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). Taxonomy for Assessing a Revision of Bloom’s Taxonomy of Educational Objectives (Abridged). Addison Wesley Longman, Inc.

Annisavitri, R., Sa’Dijah, C., Qohar, A., Sa’Diyah, M., & Anwar, L. (2020). Analysis of mathematical literacy test as a problem-solving ability assessment of junior high school students. AIP Conference Proceedings, 2215. https://doi.org/10.1063/5.0000648

Apino, E., & Retnawati, H. (2017). Developing Instructional Design to Improve Mathematical Higher Order Thinking Skills of Students. Journal of Physics: Conference Series, 812(1). https://doi.org/10.1088/1742-6596/812/1/012100

Bloom, B. S. (1956). Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive domain. In M. D.Engelhart, E. J. Furst, W. H. Hill, & D. R. Krathwohl (Eds). Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive domain. David McKay.

Braaten, M., & Windschitl, M. (2011). Working toward a stronger conceptualization of scientific explanation for science education. Science Education, 95(4), 639–669. https://doi.org/10.1002/sce.20449

Brookhart, S. M. (2010). How to Assess Higher-Order Thinking Skills in Your Classroom. ASCD.

Buchs, C., Filippou, D., Pulfrey, C., & Volpé, Y. (2017). Challenges for cooperative learning implementation: reports from elementary school teachers. Journal of Education for Teaching, 43(3), 296–306. https://doi.org/10.1080/02607476.2017.1321673

Cakir, M. (2008). Constructivist Approaches to Learning in Science and Their Implications for Science Pedagogy: A Literature Review. International Journal of Environmental and Science Education, 3(4), 193–206. http://www.ijese.com/

Castaño Muñoz, J., Redecker, C., Vuorikari, R., & Punie, Y. (2013). Open Education 2030: Planning the future of adult learning in Europe. Open Learning, 28(3), 171–186. https://doi.org/10.1080/02680513.2013.871199

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research.

Dhewa Kusuma, M., Rosidin, U., & Suyatna, A. (2017). The Development of Higher Order Thinking Skill (Hots) Instrument Assessment In Physics Study. IOSR Journal of Research & Method in Education (IOSR-JRME), 7(1), 2320–2737. https://doi.org/10.9790/7388-070103XXXX

Fenanlampir, A., Rafafy Batlolona, J., & Imelda, I. (2019). The Struggle of Indonesian Students in the Context of Timss and Pisa has not Ended. International Journal of Civil Engineering and Technology, 10(2), 393–406.

FitzPatrick, B., & Schulz, H. (2010). Assessing higher order thinking: What teachers think and do. Proceedings 2nd Paris International Conference on Education, Economy and Society , 1.

Gijsbers, D., de Putter-Smits, L., & Pepin, B. (2020). Changing students’ beliefs about the relevance of mathematics in an advanced secondary mathematics class. International Journal of Mathematical Education in Science and Technology, 51(1), 87–102. https://doi.org/10.1080/0020739X.2019.1682698

Gradini, E., & Noviani, J. (2022). Development of Higher-Order Thinking Skill (HOTS) Test in Secondary School. AKSIOMA: Jurnal Program Studi Pendidikan Matematika , 11(1), 319–330. https://doi.org/10.24127/ajpm.v11i1.4649

Gupta, T., & Mishra, L. (2021). Higher-Order Thinking Skills in Shaping the Future of Students. PSYCHOLOGY AND EDUCATION, 58(2), 9305–9311.

Handayani, U. F., Sa’Dijah, C., Sisworo, Sa’Diyah, M., & Anwar, L. (2020). Mathematical creative thinking skill of middle-ability students in solving contextual problems. AIP Conference Proceedings, 2215. https://doi.org/10.1063/5.0000645

Hidajat, F. A., Sa’dijah, C., Sudirma, & Susisw. (2019). Exploration of students’ arguments to identify perplexity from reflective process on mathematical problems. International Journal of Instruction, 12(2), 573–586. https://doi.org/10.29333/iji.2019.12236a

Istiyono, E. (2018). IT-based HOTS assessment on physics learning as the 21st century demand at senior high schools: Expectation and reality. AIP Conference Proceedings, 2014. https://doi.org/10.1063/1.5054418

Johnson, R. L., Penny, J. A., & Gordon, B. (2008). Assessing Performance: Designing, Scoring, and Validating Performance Tasks. Guilford Press.

Kartika, Y., Usodo, B., & Pramudya, I. (2019). Design Analysis of Mathematics Teacher Lesson Plans Based on Higher Order Thinking. First International Conference on Progressive Civil Society (ICONPROCS 2019), 130–133.

Kemendikbud. (2014). Peraturan Menteri Pendidikan dan Kebudayaan (Permendikbud) Indonesia Nomor 59 Tahun 2014 tentang Kurikulum 2013 SMA/MA. Jakarta: Kementerian Pendidikan Dan Kebudayaan.

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and Behavioral Sciences, 31, 486–490. https://doi.org/10.1016/j.sbspro.2011.12.091

Madhuri, G. v., Kantamreddi, V. S. S. N., & Prakash Goteti, L. N. S. (2012). Promoting higher order thinking skills using inquiry-based learning. European Journal of Engineering Education, 37(2), 117–123. https://doi.org/10.1080/03043797.2012.661701

Madina, S., & Kardena, A. (2021). The Difficulties in Implementing Scientific Approach Based on 2013 Curriculum: A Case Study on One English Teacher ARTICLE HISTORY. Elsya : Journal of English Language Studies, 3(2), 126–133. https://doi.org/10.31849/elsya.v3i2.5794

Maharani, R., Marsigit, M., & Wijaya, A. (2020). Collaborative learning with scientific approach and multiple intelligence: Its impact toward math learning achievement. Journal of Educational Research, 113(4), 303–316. https://doi.org/10.1080/00220671.2020.1806196

Miles, M. B., Huberman, M. A., & Saldana, J. (2018). Qualitative Data Analysis: A Methods Sourcebook (4th ed.). SAGE Publications.

Moodley, V. (2013). In-service teacher education: asking questions for higher order thinking in visual literacy. South African Journal of Education, 33(2), 1–18. https://doi.org/10.15700/saje.v33n2a430

Murtafiah, W., Sa’Dijah, C., Chandra, T. D., & Susiswo. (2020). Exploring the types of problems task by mathematics teacher to develop students’ HOTS. AIP Conference Proceedings, 2215. https://doi.org/10.1063/5.0000656

Nessel, D. D., & Graham, J. M. (2006). Thinking Strategies for Student Achievement: Improving Learning Across the Curriculum, K-12 (2nd ed.). Corwin Press.

Novita, R., & Putra, M. (2016). Using Task Like PISA’s Problem to Support Student’s Creativity in Mathematics. Journal on Mathematics Education, 7(1), 31–42.

Pearce, D. L., Bruun, F., Skinner, K., & Lopez-Mohler, C. (2011). What Teachers Say About Student Difficulties Solving Mathematical Word Problems in Grades 2-5. In International Electronic Journal of Mathematics Education-IΣJMΣ (Vol. 8, Issue 1).

Pegg, J. (2003). Assessment in mathematics. Mathematical cognition. Information Age Publishing.

Preus, B. (2018). Authentic Instruction for 21st Century Learning: Higher Order Thinking in an Inclusive. American Secondary Education, 40(3), 59–79.

Retnawati, H. (2016). Hambatan Guru Matematika Sekolah Menengah Pertama dalam Menerapkan Kurikulum Baru. https://doi.org/https://doi.org/10.21831/cp.v3i3.7694

Retnawati, H., Djidu, H., Apino, E., & Anazifa, R. D. (2018). Teachers’ Knowledge about Higher-Order Thinking Skills and Its Learning Strategy. Problems of Education in the 21st Century, 76(2), 215–230.

Retnawati, H., Hadi, S., & Chandra Nugraha, A. (2016). Vocational High School Teachers’ Difficulties in Implementing the Assessment in Curriculum 2013 in Yogyakarta Province of Indonesia. In International Journal (Vol. 9, Issue 1). www.e-iji.net

Reynolds, C. R., Livingston, R. B., & Willson, V. (2010). Measurement and Assessment in Education. Pearson.

Sa’dijah, C., Murtafiah, W., Anwar, L., Nurhakiki, R., & Cahyowati, E. T. D. (2021). Teaching higher-order thinking skills in mathematics classrooms: Gender differences. Journal on Mathematics Education, 12(1), 159–179. https://doi.org/10.22342/jme.12.1.13087.159-180

Sa’dijah, C., Qohar, Abd., & Anwar, L. (2015). Asesmen dalam Pembelajaran Matematika yang Mendukung Sikap, Pengetahuan, dan Keterampilan Matematika. UM Penerbit & Percetakan.

Schmidt, H. G., van der Molen, H. T., te Winkel, W. W. R., & Wijnen, W. H. F. W. (2009). Constructivist, problem-based learning does work: A meta-analysis of curricular comparisons involving a single medical school. Educational Psychologist, 44(4), 227–249. https://doi.org/10.1080/00461520903213592

Schulz, H., & Fitzpatrick, B. (2016). Teachers’ Understandings of Critical and Higher Order Thinking and What This Means for Their Teaching and Assessments. Alberta Journal of Educational Research, 62, 61–86. https://doi.org/10.11575/ajer.v62i1.56168

Slavin, R. E. (2015). Cooperative learning in elementary schools. Education 3-13: International Journal of Primary, Elementary, And , 43(1), 5–14. https://doi.org/10.1080/03004279.2015.963370

Spernes, K., & Afdal, H. W. (2021). Scientific methods assignments as a basis for developing a profession-oriented inquiry-based learning approach in teacher education. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2021.1928628

Susilowati, Y., & Sumaji. (2020). Interseksi Berpikir Kritis dengan Higher Order Thinking Skills (HOTS) Berdasarkan Taksonomi Bloom. Jurnal Silogisme: Kajian Ilmu Matematika Dan Pembelajarannya, 5(2), 62–71. https://doi.org/10.24269/silogisme.v5i2.2850

Suwendra, W. I. (2018). Metodologi Penelitian Kualitatif dalam Ilmu Sosial, Pendidikan, Kebudayaan, dan Keagamaan (A. L. Manuaba, Ed.). Nilacakra.

Tambunan, H. (2019). The Effectiveness of the Problem Solving Strategy and the Scientific Approach to Students’ Mathematical Capabilities in High Order Thinking Skills. International Electronic Journal of Mathematics Education, 14(2). https://doi.org/10.29333/iejme/5715

Tambunan, H., & Naibaho, T. (2019). Performance of mathematics teachers to build students’ high order thinking skills (HOTS). Journal of Education and Learning (EduLearn), 13(1), 111–117. https://doi.org/10.11591/edulearn.v13i1.11218

Tanjung, H. S., Nababan, S. A., Sa’dijah, C., & Subanji. (2020). Development of assessment tools of critical thinking in mathematics in the context of hots. Advances in Mathematics: Scientific Journal, 9(10), 8659–8667. https://doi.org/10.37418/amsj.9.10.91

Tyas, M. A., Nurkamto, J., Marmanto, S., & Laksani, H. (2019). Developing Higher Order Thinking Skills (HOTS) – Based Questions: Indonesian EFL Teachers’ Challenges. 2nd International Conference on Future of Education, 52–63. https://doi.org/10.17501/26307413.2019.2106

Vygotsky, L. S. (2012). Thought and Language, revised and expanded edition (Revised). The MIT Press.

Widana, W. I. (2020). The Effect of Digital Literacy on the Ability of Teachers to Develop HOTS-based Assessment. Journal of Physics: Conference Series, 1503(1). https://doi.org/10.1088/1742-6596/1503/1/012045

Widiatsih, A., Wardani, D. A. R., Royhana, U., Djamali, F., & Septory, B. J. (2020). The development of mathematical problem based on Higher Order Thinking Skill (HOTS) on comparative material by implementing PBL and its effect on the teacher’s creative thinking skill. Journal of Physics: Conference Series, 1538(1). https://doi.org/10.1088/1742-6596/1538/1/012110

Widjaja, W. (2013). The Use of Contextual Problems to Suppport Mathematical Learning. Journal on Mathematics Education.

Wieman, C. (2007). Why Not Try a Scientific Approach to Science Education? The Magazine of Higher Learning, 39(5), 9–15.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Cholis Sa'dijah*, Firdha Mahrifatul Zana, Susiswo Susiswo

International Journal of Trends in Mathematics Education Research (IJTMER)

E-ISSN 2621-8488

Published by the SAINTIS Publishing
Homepage: http://ijtmer.saintispub.com/index.php/ijtmer/index
Editor E-mail : ijtmer@saintispub.com; ijtmer@gmail.com

Creative Commons License  IJTMER is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.