Prospective physics teacher’s ability in developing HOTS questions: CRI analysis
Abstract
Higher order thinking skills (HOTS) are very important skills to be taught to students in the 21st century. The role of teachers is very important in improving students' high-level skills. This study aims to determine whether or not prospective physics teachers have misconceptions in compiling HOTS cognitive questions. The emergence of miscon-ceptions shows that the ability of prospective physics teachers is still low in composing HOTS cognitive questions. The research subjects were all final semester prospective physics teachers who took the learning evaluation course at the Universitas PGRI Kanjuruhan Malang in the even semester of 2019/2020. The data collection technique is documentation. The data is taken from the final project document in the learning evaluation course, where prospective physics teachers are asked to make cognitive ques-tions from levels C1 to C6 and are asked to state their beliefs about the questions they have made. The data were analyzed in the descriptive qualitative way to determine the misconceptions of prospective physics teachers. The results showed that prospective physics teachers were not yet able to compile HOTS cognitive questions. Recommenda-tions for the preparation of HOTS questions are also given in this paper.
References
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Singh, C. K. S., & Marappan, P. (2020). A review of research on the importance of higher order thinking skills (HOTS) in teaching English language. Journal of Critical Reviews, 7(08). https://doi.org/10.31838/jcr.07.08.161
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Supardi U.S. (2015). The development of measurement instruments of students’ character creativity. International Journal of Educational Research and Technology, 6(4), 46–49. https://doi.org/10.15515/ijert.0976-4089.6.4.4649
Tyas, M. A., Nurkamto, J., Marmanto, S., & Laksani, H. (2019). Developing higher order thinking skills (HOTS) – Based questions: Indonesian EFL teachers’ challenges. Proceeding of the 2nd International Conference on Future of Education, 2(1), 52–63. https://doi.org/10.17501/26307413.2019.2106
Widana, I. W. (2018). Higher order thinking skills assessment towards critical thinking on mathematics lesson. International Journal of Social Sciences and Humanities (IJSSH). https://doi.org/10.29332/ijssh.v2n1.74
Yudha, F., Dafik, D., & Yuliati, N. (2018). The analysis of creative and innovative thinking skills of the 21st century students in solving the problems of “locating dominating set†in research based learning. International Journal of Advanced Engineering Research and Science, 5(3), 163–176. https://doi.org/10.22161/ijaers.5.3.21
Yusoff, W. M. W., & Seman, S. C. (2018). Teachers’ Knowledge of higher order thinking and questioning skills: A case study at a primary school in Terengganu, Malaysia. International Journal of Academic Research in Progressive Education and Development, 7(2). https://doi.org/10.6007/IJARPED/v7-i2/4120
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Meyer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing : a revision of Bloom’s taxonomy of educational objectives. Longman.
Appanna, S. K. A., Sulaiman, T., & Wulandari, Y. (2018). The effectiveness of teachersr higher order thinking skills questions on science test achievement of form four students. Proceedings of the International Conference on Education in Muslim Society (ICEMS 2017). https://doi.org/10.2991/icems-17.2018.41
Bal-Taştan, S., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V., & Pavlushin, A. A. (2018). The impacts of teacher’s efficacy and motivation on student’s academic achievement in science education among secondary and high school students. EURASIA Journal of Mathematics, Science and Technology Education, 14(6). https://doi.org/10.29333/ejmste/89579
Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 37–48. https://doi.org/10.14254/2071-8330.2018/11-2/3
Chinedu, C. C., Olabiyi, O. S., & Kamin, Y. Bin. (2015). Strategies for improving higher order thinking skills in teaching and learning of design and technology education. Journal of Technical Education and Training, 7(2). https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/1081
Driana, E., & Ernawati, E. (2019). Teachers’understanding and practices in assessing higher order thinking skills at primary schools. Acitya: Journal of Teaching and Education, 1(2), 110–118. https://doi.org/10.30650/ajte.v1i2.233
Hartini, P., Setiadi, H., & Ernawati, E. (2020). Instrumen penilaian berbasis LOTS dan HOTS buatan guru kelas VI sekolah dasar mata pelajaran IPA di Jakarta. Jurnal Penelitian Dan Penilaian Pendidikan, 3(1), 14–24. https://doi.org/10.22236/jppp.v3i1.5912
Hasan, S., Bagayoko, D., & Kelley, E. L. (1999). Misconceptions and the certainty of response index (CRI). Physics Education, 34(5), 294–299. https://doi.org/10.1088/0031-9120/34/5/304
Ichsan, I. Z., Sigit, D. V., & Miarsyah, M. (2019). Environmental learning based on higher order thinking skills: a needs assessment. International Journal for Educational and Vocational Studies, 1(1), 21. https://doi.org/10.29103/ijevs.v1i1.1389
Jensen, J. L., McDaniel, M. A., Woodard, S. M., & Kummer, T. A. (2014). Teaching to the test…or testing to teach: exams requiring higher order thinking skills encourage greater conceptual understanding. Educational Psychology Review, 26(2), 307–329. https://doi.org/10.1007/s10648-013-9248-9
Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99–117. https://doi.org/10.1177/1745499919829214
Lak, M., Soleimani, H., & Parvaneh, F. (2017). The effect of teacher-centeredness method vs. learner-centeredness method on reading comprehension among Iranian EFL learners. Journal of Advances in English Language Teaching, 5(1), pp-1. https://european-science.com/jaelt/article/view/4886
Maifajir, R., Khaldun, I., & Maulana, I. (2019). Developing hinger order thinking skill (HOTS) questions on chemical bonding in senir high school. International Journal of Innovation in Science and Mathematics, 7(2), 117–125. http://ijism.org/administrator/components/com_jresearch/files/publications/IJISM_835_FINAL.pdf
McNeill, M., Gosper, M., & Xu, J. (2012). Assessment choices to target higher order learning outcomes: the power of academic empowerment. Research in Learning Technology, 20. https://doi.org/10.3402/rlt.v20i0.17595
Newbill, P., & Baum, L. (2012). Design creativity!. Learning & Leading with Technology, 40(4), 16–19.
Nurhayani, N., Syamsudduha, S., & Afiif, A. (2018). Kesulitan guru dalam pengembangan keterampilan berpikir tingkat tinggi siswa dalam pembelajaran biologi kelas XII di SMA Negeri 2 Gowa. Jurnal Biotek, 6(1), 93. https://doi.org/10.24252/jb.v6i1.5153
Ongardwanich, N., Kanjanawasee, S., & Tuipae, C. (2015). Development of 21st century skill scales as perceived by students. Procedia - Social and Behavioral Sciences, 191, 737–741. https://doi.org/10.1016/j.sbspro.2015.04.716
Retnawati, H., Djidu, H., Kartianom, A., & 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. https://www.ceeol.com/search/article-detail?id=942236
Schulz, H. W., & 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(1), 61–86. https://cdm.ucalgary.ca/index.php/ajer/article/view/56168
Singh, C. K. S., & Marappan, P. (2020). A review of research on the importance of higher order thinking skills (HOTS) in teaching English language. Journal of Critical Reviews, 7(08). https://doi.org/10.31838/jcr.07.08.161
Singh, R. K. A., Singh, C. K. S., M. T. M., T., Mostafa, N. A., & Singh, T. S. M. (2017). A review of research on the use of higher order thinking skills to teach writing. International Journal of English Linguistics, 8(1), 86. https://doi.org/10.5539/ijel.v8n1p86
Supardi U.S. (2015). The development of measurement instruments of students’ character creativity. International Journal of Educational Research and Technology, 6(4), 46–49. https://doi.org/10.15515/ijert.0976-4089.6.4.4649
Tyas, M. A., Nurkamto, J., Marmanto, S., & Laksani, H. (2019). Developing higher order thinking skills (HOTS) – Based questions: Indonesian EFL teachers’ challenges. Proceeding of the 2nd International Conference on Future of Education, 2(1), 52–63. https://doi.org/10.17501/26307413.2019.2106
Widana, I. W. (2018). Higher order thinking skills assessment towards critical thinking on mathematics lesson. International Journal of Social Sciences and Humanities (IJSSH). https://doi.org/10.29332/ijssh.v2n1.74
Yudha, F., Dafik, D., & Yuliati, N. (2018). The analysis of creative and innovative thinking skills of the 21st century students in solving the problems of “locating dominating set†in research based learning. International Journal of Advanced Engineering Research and Science, 5(3), 163–176. https://doi.org/10.22161/ijaers.5.3.21
Yusoff, W. M. W., & Seman, S. C. (2018). Teachers’ Knowledge of higher order thinking and questioning skills: A case study at a primary school in Terengganu, Malaysia. International Journal of Academic Research in Progressive Education and Development, 7(2). https://doi.org/10.6007/IJARPED/v7-i2/4120
Authors
Ain, N. (2021). Prospective physics teacher’s ability in developing HOTS questions: CRI analysis. Momentum: Physics Education Journal, 5(1), 85–93. https://doi.org/10.21067/mpej.v5i2.5566
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