Analysis of HOTS Question Creation to Develop Students' Higher-Order Thinking Skills in Physics Problem Solving
Abstract
Higher Order Thinking Skills (HOTs) are important skills in 21st century learning that include critical, creative, collaborative, and communicative thinking abilities. HOTs questions are needed to encourage students to engage in deep reasoning, rather than simply memorizing without understanding the concepts. By accustoming students to working on challenging questions, their potential can be developed optimally. This study aims to identify the causes of difficulties in creating HOTs questions in physics and to find appropriate solutions to address them. The research method was conducted in three stages: interviews with teachers, requesting teachers to create sample HOTs questions, and in-depth interviews regarding the question-creation process. The research results indicate that the main difficulty teachers face is finding question stimuli that can encourage students to analyze, evaluate, and create answers. Additionally, teachers are required to be creative so that the questions differ from existing ones. In conclusion, physics teachers face numerous challenges in creating HOTs questions. To address this, teachers must be able to distinguish between question levels of understanding, application, and reasoning so that questions can comprehensively assess students' abilities.
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