THE ANALYSIS OF HIGHER-ORDER THINKING SKILLS (HOTS) BASED ON REVISED BLOOM’S TAXONOMY IN ENGLISH EXAMINATION TEST ITEMS USEDiIN SENIOR HIGH SCHOOL IN LAMPUNG TENGAH

KANIA, SAUSAN (2023) THE ANALYSIS OF HIGHER-ORDER THINKING SKILLS (HOTS) BASED ON REVISED BLOOM’S TAXONOMY IN ENGLISH EXAMINATION TEST ITEMS USEDiIN SENIOR HIGH SCHOOL IN LAMPUNG TENGAH. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Today, humans must think critically to face all challenges. In order to improve Indonesia's PISA survey results, the government developed the 2013 curriculum, which emphasizes critical and creative thinking. Thus, this study aims to determine the proportion of higher-order thinking skills and HOTS characteristics reflected in high school English test questions. This study used a descriptive design with qualitative methods to analyze, describe, interpret data, and recognize the proportions and characteristics of HOTS-based test items in the mid-term and final exams for English subjects at the 10th and 11th grade levels used at MAN 1 Lampung Tengah in the second semester of the 2021–2022 academic year. The research data was in the form of midterm and final semester English exams for grades 10th and 11th which were collected from an English teacher at MAN 1 Lampung Tengah in the form of a Google Form link which the researcher could access independently to record these questions for analysis. The current research has found that the HOTS composition at the cognitive level in the mid-term English exam for grade 10th in the second semester consists of 6 items with a percentage of 20%, which can be categorized as "very low," while for the mid-term grade 11th in the second semester consists of 14 item questions with a percentage of 46.67%, which were categorized as "enough," for the final Exam 10 class in the second semester, 5 items were found with a percentage of 12.50%, which was categorized as "very low", and for the final exam 11 in the second semester, 13 items with a percentage of 32.50%, which can be considered "low." The results of HOTS-based questions with questions about critical thinking skills are more common, with a percentage of 86.84%. This is followed by HOTS questions that help develop creative thinking skills, with a percentage of 10.52%, and questions that help develop problem-solving skills, with a percentage of 2.63%. Therefore, it is recommended for teachers to use the revised Bloom's taxonomy theory as a reference for assessing students' knowledge so that it is easier to compose good test questions. Keywords: Characteristics of HOTS, Content Analysis, Evaluation, HOTS, Test

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