Dinda Ayu Yunitasari, Wulida Arina Najwa, Nabilah Mansur

Implementasi Soal berbasis Higher Order Thinking Skill (HOTS) dalam Pembelajaran Pengolahan Data Kelas V SDIT Ghilmani Surabaya

Introduction

Implementasi soal berbasis higher order thinking skill (hots) dalam pembelajaran pengolahan data kelas v sdit ghilmani surabaya. Analisis implementasi soal HOTS pada pembelajaran matematika pengolahan data siswa kelas 5 SDIT Ghilmani Surabaya. Meliputi perencanaan, penyampaian, dan evaluasi berbasis Taksonomi Bloom (L4-L6) dan PISA.

Abstract

This study aims to analyze the implementation of Higher Order Thinking Skills (HOTS)-based questions in teaching mathematics on data processing material in fifth-grade elementary school students. The research was conducted through comprehensive observation of lesson planning, delivery, and evaluation by the teacher. The results show that the questions used cover cognitive levels L4 to L6 based on the revised Bloom’s taxonomy. The questions were designed following the PISA assessment model, including complex multiple-choice and extended response formats to promote higher-order thinking. Evaluation was conducted holistically, encompassing cognitive, skills, and students’ spiritual and social attitudes. The teacher also assessed the learning process by observing students working individually and in groups. When students faced difficulties in understanding the questions, the teacher provided scaffolding to support independent thinking. The alignment between learning objectives, processes, and assessment was a key factor in the successful and meaningful implementation of HOTS questions, enhancing the quality of mathematics learning in elementary schools.

Review

This study, titled "Implementasi Soal berbasis Higher Order Thinking Skill (HOTS) dalam Pembelajaran Pengolahan Data Kelas V SDIT Ghilmani Surabaya," addresses a highly relevant topic concerning the integration of Higher Order Thinking Skills (HOTS) into elementary mathematics education, specifically focusing on data processing for fifth-grade students. The abstract effectively highlights the research's aim to analyze the practical implementation of HOTS-based questions. A key strength presented is the comprehensive observational approach adopted, covering lesson planning, delivery, and evaluation. The study also clearly articulates its focus on designing questions aligned with Bloom's revised taxonomy (L4-L6) and the PISA assessment model, indicating a robust theoretical and practical framework. The methodology described suggests a thorough investigation into the pedagogical practices. The design of the HOTS questions utilizing complex multiple-choice and extended response formats is commendable for its potential to genuinely foster higher-order thinking. Furthermore, the holistic evaluation strategy, encompassing cognitive, skills, and even students’ spiritual and social attitudes, demonstrates a comprehensive understanding of learning outcomes. The abstract also notes the teacher's active role in assessing the learning process through observation and providing scaffolding when students encounter difficulties, which is crucial for promoting independent problem-solving and deep understanding in a HOTS-oriented environment. The emphasis on the alignment between learning objectives, processes, and assessment as a success factor is particularly insightful. While the abstract provides a strong overview of the study's scope and approach, a full paper would significantly benefit from presenting concrete results and detailed findings. For instance, specific examples of the HOTS-based questions and student responses, along with an analysis of their impact on cognitive, skill, and attitudinal development, would strengthen the claims of enhanced learning quality. More granular data on how the L4-L6 cognitive levels were precisely targeted and assessed, and the specific mechanisms of scaffolding provided, would be valuable. Given the qualitative nature implied by "comprehensive observation," a deeper discussion of the analytical framework used to interpret these observations would also enhance the paper's rigor. Finally, while the abstract indicates "results show," the actual presentation of these results, perhaps with a discussion of any challenges faced during implementation, would be vital for readers to fully appreciate the study's contributions and its implications for broader educational contexts.

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