Putri, Annisa Rizqi Adi (2023) An Analysis of Higher Order Thinking Skills in Reading Questions at Senior High School Text Book. Undergraduate (S1) thesis, IAIN Kediri.
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Abstract
A textbook is an instructional resource created to be utilized by both teachers and students that support the learning process. Teachers can use the textbook to evaluate their students through various questions and students can use the textbook to support their independent study. At this point, higher-order thinking skills are being emphasized in the 2013 curriculum. Since higher-order thinking skills are essential for academic achievement and in aspects of life. As a result, the English textbook should have a significant part in the implementation of higher-order thinking skills, specifically in the reading questions of the textbook. The researcher's objective is to provide an explanation of the most dominant cognitive domain level of higher-order thinking skills level in the textbook using the updated Bloom's Taxonomy, which is applied to eleventh grade reading questions. This research utilized qualitative research, which used descriptive qualitative as the design of the research. The researcher gathered and listed the reading questions before calculating the percentage of each HOTS level. The researcher used investigator validation for checking the validity of the data. After the steps were finished, the result confirmed that the most commonly used level in this textbook was Higher-Order Thinking Skills (HOTS). It was found that 70 out of 108 questions or 64,81% of the reading questions were classified as HOTS, while 38 out of 108, or 35,19% were classified as Lower-Order Thinking Skills (LOTS). Based on the data, most of the reading questions focused on HOTS, especially at the Evaluate level, with a percentage of 49,07%. At the Evaluate level, there are categories of questions included in the constructed response task. In the constructed response task, students are required to provide long responses and students have to come up with their own answers. At the Evaluate level, there were various categories of reading questions, 19 reading questions were categorized as short-answer comprehension questions (17,59%). 33 questions were categorized as free recall questions (30,55%) and 1 question was categorized as a summary and extended response (0,93%).
| Item Type: | Thesis (Skripsi, Tesis, Disertasi) (Undergraduate (S1)) |
|---|---|
| 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: | Fakultas Tarbiyah > Jurusan Tadris Bahasa Inggris |
| Depositing User: | Annisa Rizqi Adi Putri |
| Date Deposited: | 31 Jul 2023 03:10 |
| Last Modified: | 31 Jul 2023 03:10 |
| URI: | https://etheses.iainkediri.ac.id:80/id/eprint/9348 |
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