Faizah, Enis (2021) An Analysis Of Higher Order Thinking Skills (Hots) Questions On Reading Section Of English National Examination In Secondary School. Masters (S2) thesis, IAIN Kediri.
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Abstract
In preparing for the 21stcentury workforce, the education systems have integrated creative and critical thinking elements in the teaching and learning process by promoting higher-order thinking skills (HOTS) for students. While a standard evaluation system for the students used in Indonesia is National Examination that commonly abbreviated as the UN. This research aimed at finding the answer to what extend the UN questions for SMA and SMK meet the requirement of HOTS questions, the type of thinking skill used, and the difference in the development of HOTS questions for SMA and SMK. The data were collected from three packages of English National Examination for SMA and three packages of English National Examination for SMK from the academic year 2016/2017 – 2018/2019. The method used in this research is qualitative. The item of UN questions will be analyzed through content analysis based on the aspect of HOTS. Descriptive analysis was used to analyze the data. The finding of this research reveals that there are only a few questions that use HOTS questions (C4-C6). The HOTS questions for SMA in the academic year 2016/2017 are 6 questions which mean 17% of the total number. Then, this number is increased in the academic year 2017/2018, as there are 7 HOTS questions or 20% of the questions. And, in the academic year 2018/2019 there are 8 HOTS questions or 23% of the total number. While for SMK level, in the academic year 2016/2017 there are 2 HOTS questions, which means 6% of the total number. Then, in the academic year 2017/2018, the number is increased become 3 questions or 9% from the questions. And, in the academic year 2018/2019, the number of HOTS questions is also increased become 7 questions or 20% from the total questions. While the thinking skills dominate English national exam for SMA is understand level (C2) or belongs to LOTS level, while for SMK is apply level (C3) also belongs to LOTS level. And, the difference in the development of HOTS questions shows that the number of HOTS questions of SMA is more than the number of HOTS questions for SMK. It is suggested that the use of HOTS in the teaching-learning process should be improved to make the students accustomed to thinking by using HOTS level.
| Item Type: | Thesis (Skripsi, Tesis, Disertasi) (Masters (S2)) |
|---|---|
| Subjects: | 13 EDUCATION (Pendidikan) > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) ; Kurikulum dan Pedagogi Bahasa Inggris dan Literasi |
| Divisions: | Program Pascasarjana > Program Studi Magister Pendidikan Bahasa Arab |
| Depositing User: | Mokamad Mahbub Junaidi |
| Date Deposited: | 08 Mar 2022 03:31 |
| Last Modified: | 08 Mar 2022 03:31 |
| URI: | https://etheses.iainkediri.ac.id:80/id/eprint/3737 |
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