Gunaning Epinasti
ABSTRACT
The higher order thinking test was developed as an instrument to measure students' abilities based on the Cognitive level of Bloom's Taxonomy, which consists of analysing, evaluating, and creating levels. Higher Order Thinking Skills (HOTS) includes critical, logical, reflective, metacognitive, and creative thinking. HOTS must be balanced and in line between learning activities and assessments. The purpose of this study was to describe teachers' perceptions of the assessment of Higher Order Thinking Skills (HOTS) in the curriculum in elementary schools. This research used qualitative research methods. The data collection method used a questionnaire. The subject of this research is the fifth-grade teacher as many as 27 people in Tulung sub-district, Klaten district. The data were analysed using descriptive and content analysis. Teachers understand the importance of the HOTS assessment in elementary schools and have tried using the HOTS assessment. But they found a difficulties to make sure that the instrument was objective and valid is suitable with the achievement indicators. Accordingly, as a teacher it is necessary to make and develop a HOTS assessment instrument in the form of a test.
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