This study aims to reveal characteristics of critical thinking and cognitive elements in HOTS category questions from the Independent Curriculum Senior High School Physics Science Textbook in the material of Magnitudes and Measurements. This content analysis study employs the descriptive analysis method, as well as qualitative and quantitative approaches. The Science Textbook Physics independent curriculum for class X Senior High School was utilized as the study's sample. According to the findings of this study, the two text books evaluated elevate critical thinking features such as interpretation, analysis, evaluation, explanation, inference, and self-regulation, with the aspect of interpretation prevailing at 35.14% in book A and 33.35% in book B. While the findings of the HOTS category question analysis for both books revealed that both books discovered HOTS category questions with components of analyzing (C4) and evaluating (C5), no HOTS categories were discovered for the element of creating (C6). Most of the problems in the two books are still dominated by LOTS (low order thinking skill) questions, indicating that learning to think at a higher level requires more than just textbooks and direct instruction from the teacher. As a result, in order for students to think at a higher level, direct instruction from the teacher is required.
Agustina, L., Feronika, T., & Yunita, L. (2021). Analysis of Higher Order Thinking Skills Questions in the Brookhart Category in High School Chemistry Textbook: Curriculum 2013. Journal of Educational Chemistry (JEC), 3(1), 23–34. https://doi.org/10.21580/jec.2021.3.1.6546
Akhsan, H., Wiyono, K., Ariska, M., & Melvany, N. E. (2020). Development of HOTS (higher order thinking skills) test instruments for the concept of fluid and harmonic vibrations for high schools. Journal of Physics: Conference Series, 1480(1). https://doi.org/10.1088/1742-6596/1480/1/012071
Amin, A. M., Corebima, A. D., Zubaidah, S., & Mahanal, S. (2020). The correlation between metacognitive skills and critical thinking skills at the implementation of four different learning strategies in animal physiology lectures. European Journal of Educational Research, 9(1), 143–163. https://doi.org/10.12973/eu-jer.9.1.143
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 0F Bl00M’S Tax0N0My 0F Educati0Nal Objectives. https://www.uky.edu/~rsand1/china2018/texts/Anderson-Krathwohl - A taxonomy for learning teaching and assessing.pdf
Barak, M., & Dori, Y. J. (2009). Enhancing higher order thinking skills among inservice science teachers via embedded assessment. Journal of Science Teacher Education, 20(5), 459–474. https://doi.org/10.1007/s10972-009-9141-z
Bluman, A. G. (2003). Elementary Statistics : A Step By Step Approach (2nd ed.). McGraw-Hil.
Brookhart, S. M. (2010). How to Assess Higher-Order Thinking Skills in Your Classroom. In ASCD Publication. ASCD Publicarion. https://doi.org/10.1177/002205741808801819
Butler, H. A. (2012). Halpern critical thinking assessment predicts real-world outcomes of critical thinking. Applied Cognitive Psychology, 26(5), 721–729. https://doi.org/10.1002/acp.2851
Cansoy, R., Parlar, H., & Polatcan, M. (2018). Teacher candidates’ critical thinking tendencies research in Turkey: A content analysis. Universal Journal of Educational Research, 6(9), 1974–1980. https://doi.org/10.13189/ujer.2018.060916
Chang, C. C., & Silalahi, S. M. (2017). A review and content analysis of mathematics textbooks in educational research. Problems of Education in the 21st Century, 75(3), 235–251. https://doi.org/10.33225/pec/17.75.235
Dwyer, C., Hogan, M., & Stewart, I. (2011). The promotion of critical thinking skills through argument mapping. Critical Thinking, January, 97–121.
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43–52. https://doi.org/10.1016/j.tsc.2013.12.004
Dyrberg, N. R., Treusch, A. H., & Wiegand, C. (2017). Virtual laboratories in science education: students’ motivation and experiences in two tertiary biology courses. Journal of Biological Education, 51(4), 358–374. https://doi.org/10.1080/00219266.2016.1257498
Facione, P. a. (2011). Critical Thinking : What It Is and Why It Counts. In Insight assessment (Issue ISBN 13: 978-1-891557-07-1.). https://www.insightassessment.com/CT-Resources/Teaching-For-and-About-Critical-Thinking/Critical-Thinking-What-It-Is-and-Why-It-Counts/Critical-Thinking-What-It-Is-and-Why-It-Counts-PDF
Fransiska, J., Dumiyati, Mariam, P., Hikmah, N., & Haris, M. (2023). Education Management in the Independent Curriculum in Elementary Schools. Al-Fikrah: Jurnal Manajemen Pendidikan, 11(1), 78–90.
Hadisaputra, S., Ihsan, M. S., Gunawan, & Ramdani, A. (2020). The development of chemistry learning devices based blended learning model to promote students’ critical thinking skills. Journal of Physics: Conference Series, 1521(4). https://doi.org/10.1088/1742-6596/1521/4/042083
Haghparast, M., Nasaruddin, F. H., & Abdullah, N. (2014). Cultivating Critical Thinking Through E-learning Environment and Tools: A Review. Procedia - Social and Behavioral Sciences, 129(May), 527–535. https://doi.org/10.1016/j.sbspro.2014.03.710
Heong, Y. M., Yunos, J. M., Othman, W., Hassan, R., Kiong, T. T., & Mohamad, M. M. (2012). The Needs Analysis of Learning Higher Order Thinking Skills for Generating Ideas. Procedia - Social and Behavioral Sciences, 59(May 2014), 197–203. https://doi.org/10.1016/j.sbspro.2012.09.265
Hudha, M. N., Hamidah, I., Permanasari, A., & Abdullah, A. G. (2021). How low-carbon issues are addressed in primary school textbooks. Jurnal Pendidikan IPA Indonesia, 10(2), 260–269. https://doi.org/10.15294/jpii.v10i2.26628
Hynes, M., Portsmore, M., Dare, E., Milto, E., & Rogers, C. (2011). Infusing Engineering Design into High School STEM Courses. In National Center for Engineering and Technology Education (No. 165). http://ncete.org/flash/pdfs/Infusing Engineering Hynes.pdf
Jiang, F., & McComas, W. F. (2015). The Effects of Inquiry Teaching on Student Science Achievement and Attitudes: Evidence from Propensity Score Analysis of PISA Data. International Journal of Science Education, 37(3), 554–576. https://doi.org/10.1080/09500693.2014.1000426
Kavenuke, P. S., Kinyota, M., & Kayombo, J. J. (2020). The critical thinking skills of prospective teachers: Investigating their systematicity, self-confidence and scepticism. Thinking Skills and Creativity, 37, 100677. https://doi.org/10.1016/j.tsc.2020.100677
Khasanah, N., Sajidan, S., Sutarno, S., Prayitno, B. A., & Walid, A. (2019). Critical Thinking Ability and Student’s Personal Religious Beliefs: An Analysis of DBUS Model Implementation. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 4(1), 41–49. https://doi.org/10.24042/tadris.v4i1.4101
Kim, T.-H., Kong, D.-Y., & Lim, J.-D. (2011). Analysis on Types and Contents of Photos Relating to Geodiversity Suggested in Science Textbooks for Middle School. Journal of Korean Nature, 4(3), 185–190. https://doi.org/10.7229/jkn.2011.4.3.185
Krathwohl, A. and. (2002). ( A REVISION OF BLOOM ’ S TAXONOMY ) Sumber. Theory into Practice, 41(4), 212–219.
Krippendorff, K. (2004). Content Analysis An Introduction to Its Methodology. In Sage Publications (Second Edi, Vol. 31, Issue 6). Sage Publication Inc. https://doi.org/10.1103/PhysRevB.31.3460
Kusmaharti, D., & Yustitia, V. (2022). Self-regulated learning-based digital module development to improve students’ critical thinking skills. Al-Jabar : Jurnal Pendidikan Matematika, 13(1), 211–220. https://doi.org/10.24042/ajpm.v13i1.12756
Lemos, G. A., Araújo, D. N., de Lima, F. J. C., & Bispo, R. F. M. (2021). Human anatomy education and management of anatomic specimens during and after COVID-19 pandemic: Ethical, legal and biosafety aspects. Annals of Anatomy, 233, 151608. https://doi.org/10.1016/j.aanat.2020.151608
Li, X., Tan, Z., Shen, J., Hu, W., Chen, Y., & Wang, J. (2020). Analysis of Five Junior High School Physics Textbooks Used in China for Representations of Nature of Science. Research in Science Education, 50(3), 833–844. https://doi.org/10.1007/s11165-018-9713-z
Li, X., Wang, L., Shen, J., Wang, J., Hu, W., Chen, Y., & Tian, R. (2018). Analysis and comparison of scientific inquiry activities in eight-grade physics textbooks in China. Journal of Baltic Science Education, 17(2), 229–238. https://doi.org/10.33225/jbse/18.17.229
Monteiro, S., Sherbino, J., Sibbald, M., & Norman, G. (2020). Critical thinking, biases and dual processing: The enduring myth of generalisable skills. Medical Education, 54(1), 66–73. https://doi.org/10.1111/medu.13872
Mutakinati, L., Anwari, I., & Yoshisuke, K. (2018). Analysis of students’ critical thinking skill of middle school through stem education project-based learning. Jurnal Pendidikan IPA Indonesia, 7(1), 54–65. https://doi.org/10.15294/jpii.v7i1.10495
Novitasari, C., Ramli, M., & Karyanto, P. (2019). Content analysis of misconceptions on bacteria in the biology textbook of high school. Journal of Physics: Conference Series, 1157(2). https://doi.org/10.1088/1742-6596/1157/2/022076
Nurdiyanto, R., Khasanah, U., Kristanto, F., & Pujianto, P. (2020). Content analysis of the revised K-13 science textbook grade VII SMP/MTs on disaster risk reduction instruction. Journal of Science Education Research, 3(2), 95–102. https://doi.org/10.21831/jser.v3i2.30625
Oikonomidis, I. (2019). The promotion of cultivating critical thinking skills in Greek Lyceum: a qualitative content analysis of the first-class Informatics textbook. Journal of Pedagogical Research, 3(1), 24–36. https://doi.org/10.33902/jpr.2019.2
Paul, R., & Elder, L. (2006). The Miniature Guide to Critical Thinking Concepts and Tools. In Rowman & Littlefield. Patrikis, P.C. (4th ed., Vol. 4, Issue 6). Rowman & Littlefield. Patrikis, P.C. https://doi.org/10.1002/pfi.4170340606
Quitadamo, I. J., Faiola, C. L., Johnson, J. E., & Kurtz, M. J. (2008). Community-based Inquiry Improves Critical Thinking in General Education Biology. Life Sciences Education, 7(July), 327–337. https://doi.org/10.1187/cbe.07
Rahina, A. C., & Syamsi, K. (2023). Independent Curriculum in the Perception of Indonesian Language Teachers of Smp/Mts in Yogyakarta. International Journal of Linguistics, Literature and Translation (IJLLT), 6(2), 54–57. https://doi.org/10.32996/ijllt
Riazi, A., & Mosalanejad, N. (2010). Evaluation of Learning Objectives in Iranian High-School and Pre-University English Textbooks Using Bloom’s Taxonomy. The Electronic Journal for English as a Second Language, 13(4), 1–12.
Rintayati, P., Lukitasari, H., & Syawaludin, A. (2020). Development of Two-Tier Multiple Choice Test to Assess Indonesian Elementary Students’ Higher-Order Thinking Skills. International Journal of Instruction, 14(1), 555–566. https://doi.org/10.29333/IJI.2021.14133A
Selvianiresa, D., & Prabawanto, S. (2017). Contextual Teaching and Learning Approach of Mathematics in Primary Schools. Journal of Physics: Conference Series, 895(1), 0–7. https://doi.org/10.1088/1742-6596/895/1/012171
Setyawan, F., Prasetyo, P. W., & Nurnugroho, B. A. (2020). Developing complex analysis textbook to enhance students’ critical thinking. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 5(1), 26–37. https://doi.org/10.23917/jramathedu.v5i1.8741
Tsai, K. C. (2013). Being a Critical and Creative Thinker: A Balanced Thinking Mode. Asian Journal of Humanities and Social Sciences (AJHSS), 1(2), 1–9. www.ajhss.org
Ulucay, S., & Demirel, Ö. (2011). Perceptions of Professionals, Academicians and Current and Graduate Students on designing an ESP Curriculum for Logistics Department. Procedia - Social and Behavioral Sciences, 15, 794–800. https://doi.org/10.1016/j.sbspro.2011.03.187
Ünsal, Y., & Güneş, B. (2003). İlköğretim 6. Sınıf Fen Bilgisi Ders Kitabının Fizik Konuları Yönünden İncelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 23(3), 115–130.
Van den Ham, A. K., & Heinze, A. (2018). Does the textbook matter? Longitudinal effects of textbook choice on primary school students’ achievement in mathematics. Studies in Educational Evaluation, 59(April), 133–140. https://doi.org/10.1016/j.stueduc.2018.07.005
Vidergor, H. E. (2018). Effectiveness of the multidimensional curriculum model in developing higher-order thinking skills in elementary and secondary students. Curriculum Journal, 29(1), 95–115. https://doi.org/10.1080/09585176.2017.1318771
Viera, A. J., & Garrett, J. M. (2005). Anthony J. Viera, MD; Joanne M. Garrett, PhD (2005). Understanding interobserver agreement: the kappa statistic. Fam Med 2005;37(5):360-63. Family Medicine, 37(5), 360–363. http://www1.cs.columbia.edu/~julia/courses/CS6998/Interrater_agreement.Kappa_statistic.pdf
Wang, S., & Wang, H. (2014). Teaching and Learning High-Order Thinking. International Journal of Arts & Sciences, 07(02), 179–187.
Copyright (c) 2023 Momentum: Physics Education Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
Momentum: Physisc Education Journal allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose.
This work is licensed under a Creative Commons Attribution 4.0 International License. The Authors submitting a manuscript do so with the understanding that if accepted for publication, copyright of the article shall be assigned to Momentum: Physics Education Journal