Analysis of High Order Thinking Skills (HOTS) in Objective Test Questions for Science Learning Material in Fourth Grade Elementary School

Nabila Eisa Putri; Laila Fatmawati

doi:10.56741/ijlree.v3i03.624

Authors

Nabila Eisa Putri Universitas Ahmad Dahlan
Laila Fatmawati
laila.fatmawati@pgsd.uad.ic.id
Universitas Ahmad Dahlan https://orcid.org/0000-0003-0272-6369

DOI:

https://doi.org/10.56741/ijlree.v3i03.624

Keywords:

Cognitive processes, Elementary education, Higher-order thinking skills, Learning assessment, Metacognition, Test instruments

Abstract

Test instruments are crucial assessment aspects for students, utilized to gauge their knowledge abilities during the learning process. Educators or teachers must scrutinize and analyze the tests beforehand to ensure that the questions predominantly assess higher-order thinking skills (HOTS). Learning processes predominantly focusing on lower-order thinking abilities may result in students struggling with questions that require higher-order thinking skills. This study aims to determine the percentage of knowledge dimension aspects, cognitive process dimension, and HOTS content in three supporting books for Science Learning Material in Fourth Grade. It adopts a quantitative descriptive research approach, analyzing a population of 400 multiple-choice questions from three supporting books, with a sample size of 400 questions. Data collection techniques involve observation and documentation methods, utilizing document analysis guideline sheets as instruments. Findings reveal that the percentage of knowledge dimension results across the three supporting books indicate: factual dimension (23.2%, 34%, and 42%), conceptual dimension (54.8%, 47%, and 40%), procedural dimension (19.6%, 16%, and 16%), and metacognitive dimension (2.4%, 3%, and 2%). Regarding cognitive process dimension and HOTS content (C4 to C6), the supporting books yield: remembering level (C1) ranging from 27.2% to 40%, understanding level (C2) ranging from 32.4% to 40%, applying level (C3) ranging from 8% to 12.8%, analyzing level (C4) ranging from 8% to 22%, evaluating level (C5) ranging from 3% to 7.2%, and creating level (C6) ranging from 0% to 1.6%. According to these findings, the three supporting books for Fourth Grade Elementary School Science Learning Material do not adequately meet the criteria for fostering higher-order thinking skills.

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Author Biographies

Nabila Eisa Putri, Universitas Ahmad Dahlan

is an alumnus of the Elementary School Teacher Education Department at Universitas Ahmad Dahlan, Indonesia, where she developed a strong foundation in teaching methodologies, child development, and educational psychology. Her passion for shaping young minds led her to continue her studies at Universitas Pendidikan Indonesia in Bandung, where she is currently enrolled in a professional teacher education program. (email: nabilaeisaputri211@gmail.com).

Laila Fatmawati, Universitas Ahmad Dahlan

holds a permanent position as a lecturer in the Elementary School Teacher Education program within the Faculty of Teacher Training and Education at Ahmad Dahlan University, Yogyakarta. She serves as the supervisor for the research conducted by students, providing invaluable guidance and support. With expertise in basic social studies, elementary social studies learning materials, and the development and implementation of elementary learning strategies, she plays a crucial role in shaping the academic and professional growth of her students. (email: laila.fatmawati@pgsd.uad.ic.id).

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