The Ability of Vocational High School Teachers to Developing HOTS Question
Abstract
The purposes of this study are to 1) describe the form of the question made by vocational school teachers, 2) elaborate the teacher's method in preparing questions to evaluate the learning outcomes, 3) explain the teacher's comprehension in preparing questions that measure high order thinking skills, and 4) analyze the teacher's skills in preparing questions that measure high order thinking skills. The research is descriptive and correlational. The population and sample of this research are productive vocational high school teachers who teach at the Technical of Construction and Property expertise program in the province of South Sulawesi. Data collection was carried out in March – June 2021. Determination of the samples used the Slovin formula with an error rate of 0.05. The sample used is 59 respondents. Analysis of research data using descriptive statistics and cross-tabulation. The results of the study show that 1) the form of questions combines an objective test and a subjective test. 2) the preparation of examination questions is preceded by making a question grid, then dividing the categories of questions based on their cognitive level. 3) Dominant teachers have understood the preparation of questions that measure high-level thinking skills, however, almost 40% of teachers still need further strengthening. 4) Dominant teachers have been skilled in preparing HOTS questions, however, there are still 20% of teachers who still need assistance in preparing High-Order Thinking Skills (HOTS) questions. 5) Teachers with 11-20 years of service are more dominantly skilled at preparing HOTS questions.
References
K. M. Moses, “Improving the quality and competence of technical vocational education and training output through vocational school cooperation with industry: A case study of Uganda,” 2016, vol. 1778, doi: 10.1063/1.4965794.
S. Suhendro, D. Sugandi, and M. Ruhimat, “Analysis on Factors Influencing Geography Teachers’ Ability in Constructing High-Order Thinking Skills (HOTS) Assessment Instrument,” Geosfera Indones., vol. 6, no. 2, pp. 205–221, 2021.
M. Din, “Evaluating university students’ critical thinking ability as reflected in their critical reading skill: A study at bachelor level in Pakistan,” Think. Ski. Creat., vol. 35, p. 100627, 2020.
A. J. Kusumatuty, B. Baedhowi, and T. Murwaningsih, “The Implementation of Problem Based Learning (PBL) Based E-Book to Improve The Learning Outcome of Vocational High School (VHS) Students,” Int. J. Educ. Res. Rev., vol. 3, no. 4, pp. 103–110, 2018.
I. Made Sudana, D. Apriyani, and S. Nurmasitah, “Revitalization of vocational high school roadmap to encounter the 4.0 industrial revolution,” J. Soc. Sci. Res., vol. 5, no. 2, pp. 338–342, 2019, doi: 10.32861/jssr.52.338.342.
J. J. Moye, “Technology Education Teacher Supply and Demand--A Critical Situation,” Technol. Teach., vol. 69, no. 2, pp. 30–36, 2009.
P. A. Facione, “Critical thinking: What it is and why it counts,” Insight Assess., vol. 2007, no. 1, pp. 1–23, 2011.
R. Oliver, “The role of ICT in higher education for the 21st century: ICT as a change agent for education,” Retrieved April, vol. 14, p. 2007, 2002.
H. Retnawati, S. Hadi, and A. C. Nugraha, “Vocational high school teachers’ difficulties in implementing the assessment in curriculum 2013 in Yogyakarta Province of Indonesia,” Int. J. Instr., vol. 9, no. 1, pp. 33–48, 2016, doi: 10.12973/iji.2016.914a.
K. Krkovic, S. Greiff, S. Kupiainen, M.-P. Vainikainen, and J. Hautamäki, “Teacher evaluation of student ability: What roles do teacher gender, student gender, and their interaction play?,” Educ. Res., vol. 56, no. 2, pp. 244–257, 2014.
C. J. Stanny, “Reevaluating Bloom’s Taxonomy: What measurable verbs can and cannot say about student learning,” Educ. Sci., vol. 6, no. 4, p. 37, 2016.
I. W. Widana, “The effect of digital literacy on the ability of teachers to develop HOTS-based assessment,” in Journal of Physics: Conference Series, 2020, vol. 1503, no. 1, p. 12045.
J. Tondeur, K. Aesaert, B. Pynoo, J. van Braak, N. Fraeyman, and O. Erstad, “Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century,” Br. J. Educ. Technol., vol. 48, no. 2, pp. 462–472, 2017.
J. Harta, N. T. Rasuh, and A. Seriang, “Using HOTS-Based Chemistry National Exam Questions to Map the Analytical Abilities of Senior High School Students.,” J. Sci. Learn., vol. 3, no. 3, pp. 143–148, 2020.
L. Widiawati and S. Joyoatmojo, “Higher Order Thinking Skills pada Pembelajaran Abad 21 (Pre Research),” J. Proceeding, vol. 4, no. 1, p. 297, 2018.
A. Arfandi, Q. D. Bau, T. Panennungi, and H. Anugerah, “Penerapan High Order Thinking Skill pada Soal Ujian SMK Program Keahlian Teknik Konstruksi dan Properti di Kota Makassar,” 2020.
M. E. Martinez, “Cognition and the question of test item format,” Educ. Psychol., vol. 34, no. 4, pp. 207–218, 1999.
S. Ahmad, “Kompetensi Dosen UIN Syarif Hidayatullah Jakarta dalam Pelaksanaan Evaluasi Pembelajaran: Telaah atas Konstruksi Soal UAS Perspektif Higher Education,” Sos. dan Budaya Syar’i, vol. II, p. 203, 2015.
R. Widiastuti, P. E. Prasetyo, and M. Erwinda, “Identifikasi Bahaya dan Penilaian Risiko untuk Mengendalikan Risiko Bahaya di UPT Laboratorium Terpadu Universitas Sarjanawiyata Tamansiswa,” Ind. Eng. J. Univ. Sarjanawiyata Tamansiswa, vol. 3, no. 2, 2019.
M. M. Arnold, K. Graham, and S. Hollingworth‐Hughes, “What’s Context Got to Do with It? Comparative Difficulty of Test Questions Influences Metacognition and Corrected Scores for Formula‐scored Exams,” Appl. Cogn. Psychol., vol. 31, no. 2, pp. 146–155, 2017.
R. Kustijono and E. W. HM, “Pandangan guru terhadap pelaksanaan kurikulum 2013 dalam pembelajaran fisika SMK di Kota Surabaya,” J. Penelit. Fis. dan Apl., vol. 4, no. 1, pp. 12–13, 2014.
U. Zoller, “Algorithmic, LOCS and HOCS (chemistry) exam questions: Performance and attitudes of college students,” Int. J. Sci. Educ., vol. 24, no. 2, pp. 185–203, 2002.
T. T. Kurniawan and S. Utaminingsih, “Analysis of 4C-Based HOTS Assessment Module on Critical Thinking Ability,” in Journal of Physics: Conference Series, 2021, vol. 1823, no. 1, p. 12101.
N. A. Ramadhana, Y. Rozimela, and F. Fitrawati, “High order thinking skills-based questions in the test items developed by Senior High School English teachers of Padang,” J. English Lang. Teach., vol. 7, no. 4, 2018.
L. Darling-Hammond, “Evaluating teacher effectiveness: How teacher performance assessments can measure and improve teaching.,” Cent. Am. Prog., 2010.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Copyright of the published article belongs to the authors and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 (CC BY SA) International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).