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Higher-Order Thinking Skills on Test Items Designed by English Teachers: A Content Analysis

Yıl 2019, Cilt: 4 , 756 - 765, 01.12.2019
https://doi.org/10.24331/ijere.629581

Öz

In dealing with the demand for critical and creative thinking skills in the 21st-century, the Indonesia
government has implemented 2013 curriculum which promotes higher-order thinking skills (HOTS)
in the classroom. However, the implementation of HOTS-based curriculum gave impact to the way
teacher assesses the students' thinking skills as they are expected to be able to design HOTS-based
test items in assessing students. Accordingly, this study investigated the higher-order thinking skills
represented on the test items designed by English teachers of Indonesia at the senior high school
level. This study was conducted qualitatively by analyzing four sets of test items, gathered from a
senior high school in Indonesia from 2016 to 2019, using Bloom’s revised taxonomy. It was found
that most questions were dominated by lower-order thinking skills, specifically understanding level,
with the total percentage of more than 50% each set of test items. However, the higher-order
thinking skill found in the test items is the only skill of analyzing while the skills of evaluating or
creating were not covered. Thus, it is suggested that an evaluation is important to evaluate the test
items made since the proportion of lower-order thinking skills as well as higher-order thinking skills
are not proportional and whether those test items can be sufficient to promote higher-order thinking
skills to the students. 

Kaynakça

  • Ahmad, U. L. (2016). Senior high school english national examination and thinking skills. Beyond Words, 4(2), 168–190. Retrieved from http://journal.wima.ac.id/indexed.php/BW%0AReferences Akin, A., Hamedoglu, M. A., Arslan, S., Akin, Ü., Celik, E., Kaya, Ç., & Arslan, N. (2015). The adaptation and validation of the turkish version of the critical thinking disposition scale ( CTDS ). Educational Research Association: The International Journal of Educational Researchers, 6(1), 31–35. Alzu’bi, M. A. (2014). The extend of adaptation bloom’s taxonomy of cognitive domain ın english questions ıncluded in general secondary exams. Advances in Language and Literary Studies, 5(2), 2–7. https://doi.org/10.7575/aiac.alls.v.5n.2p.67 Anasy, Z. (2016). HOTS (Higher Order Thinking Skills) in reading exercise. Tarbiya: Journal of Education in Muslim Society, 3(1), 51–63. https://doi.org/10.15408/tjems.v3il.3886 Anderson, L., & Krathwohl, D. (2001). A taxonomy for learning, teaching, and assessing. New York: Longman. Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2010). Introduction to research in education (eight). Cengage Learning. Assare, Mohammadi, Forutan, & Salehizadeh. (2016). The impact of globalization on education. Journal of Administrative Management, Education, and Training, 12(5), 27–33. https://doi.org/10.25034/ijcua.2018.4707 Asysyifa, D. S., Jumaidi, J., Wilujeng, I., & Kuswanto, H. (2019). Analysis of students critical thinking skills using partial credit models ( PCM ) in physics learning. International Journal of Educational Research Review (IJERE), 4(2), 245–253. Brookhart, S. M. (2010). How to assess hıgher-order thınkıng skılls ın your classroom. Alexandria: ASCD. Conklin, W. (2012). Higher-order thinking skills to develop 21st century learners. Shell Educational Publishing, Inc. Retrieved from http://www.shelleducation.com Council, N. R. (2013). Education for life and work: Developing transferable knowledge and skills in the 21st century. Washington DC: National Academies Press. Duman,T. & Karagoz,S. (2016). An evaluation of Turkish teacher education system compared to other models in different countries. International Journal of Educational Research Review, 1 (1), 1-13 Freahat, N. M., & Smadi, O. M. (2014). Lower-order and higher-order reading questions in secondary and university level efl textbooks in Jordan. Theory and Practice in Language Studies, 4(9), 1804–1813. https://doi.org/10.4304/tpls.4.9.1804-1813 Igbaria, A. K. (2013). A Content Analysis of the wh-questions in the efl textbook of horizons. International Education Studies, 6(7), 200–224. https://doi.org/10.5539/ies.v6n7p200 Khan, W. B., & Inamullah, H. M. (2011). A study of lower-order and higher-order questions at secondary level. Asian Social Science, 7(9), 149–157. https://doi.org/10.5539/ass.v7n9p149 Lewis, A., & Smith, D. (2009). Defining higher order thinking, (March 2015), 37–41. https://doi.org/10.1080/00405849309543588 Mulyanto, H., Gunarhadi, G., & Indriayu, M. (2018). The effect of problem based learning model on student mathematics learning outcomes viewed from critical thinking skills. International Journal of Educational Research Review (IJERE), 3(2), 37–45. Nastasi, B., & Clements, D. (1987). Social-cognitıve behaviors and higher-order thinking in educational computer environments. Learning and Instruction, 2, 215–238. Partnership for 21st Century Skills (P21) (2015). Framework for 21st Century Learning. Pogrow, S. (1988). Teaching thinking to at-risk elementary students. Educational Leadership, (79–85). Ramadhana, N. A., Rozimela, Y., & Fitrawati. (n.d.). High order thinking skills-based questions in the test ıtems developed by senior high school english teachers of Padang. Journal of English Language Teaching, 7(4), 720–731. Raqqad, Y. Al, & Ismail, H. H. (2018). Analyzing the reading questions of ap12 textbook according to analyzing the reading questions of ap12 textbook according to Bloom’s taxonomy. International Journal of Education, Psychology and Counseling, 3(22), 84–94. Razmjoo, S. A., & Kazempourfard, E. (2012). On the representation of Bloom’s revised taxonomy in ınterchange coursebooks. The Journal of Teaching Language Skills, 4(1), 171–204. Setyarini, S., & Ling, M. A. (2019). Promoting higher order thinking skills in storytelling for teaching english to young adolescents in 21st century. International Seminar on Language, Education, and Culture, 2019, 155–164. https://doi.org/10.18502/kss.v3i10.3897 Ulum, O. G. (2016). A descriptive content analysis of the extent of Bloom’s taxonomy in the reading comprehension questions of the course book q : Skills for Success 4 Reading and Writing A Descriptive Content Analysis of the Extent of Bloom ’ s Taxonomy in the. The Qualitative Report, 21(9), 1674–1683. Retrieved from http://nsuworks.nova.edu/tqr/vol21/iss9/7 Zaiturrahmi, Kasi, U., & Zulfikar, T. (2017). ANALYSIS OF INSTRUCTIONAL QUESTIONS IN AN ENGLISH TEXTBOOK FOR SENIOR HIGH SCHOOLS. English Education Journal, 8(4), 536–552. Zohar, A. (2006). The Nature and Development of Teachers ’ Metastrategic Knowledge in the Context of Teaching Higher Order Thinking. Journal of the Learning Sciences, 15(3), 331–377. https://doi.org/10.1207/s15327809jls1503_2
Yıl 2019, Cilt: 4 , 756 - 765, 01.12.2019
https://doi.org/10.24331/ijere.629581

Öz

Kaynakça

  • Ahmad, U. L. (2016). Senior high school english national examination and thinking skills. Beyond Words, 4(2), 168–190. Retrieved from http://journal.wima.ac.id/indexed.php/BW%0AReferences Akin, A., Hamedoglu, M. A., Arslan, S., Akin, Ü., Celik, E., Kaya, Ç., & Arslan, N. (2015). The adaptation and validation of the turkish version of the critical thinking disposition scale ( CTDS ). Educational Research Association: The International Journal of Educational Researchers, 6(1), 31–35. Alzu’bi, M. A. (2014). The extend of adaptation bloom’s taxonomy of cognitive domain ın english questions ıncluded in general secondary exams. Advances in Language and Literary Studies, 5(2), 2–7. https://doi.org/10.7575/aiac.alls.v.5n.2p.67 Anasy, Z. (2016). HOTS (Higher Order Thinking Skills) in reading exercise. Tarbiya: Journal of Education in Muslim Society, 3(1), 51–63. https://doi.org/10.15408/tjems.v3il.3886 Anderson, L., & Krathwohl, D. (2001). A taxonomy for learning, teaching, and assessing. New York: Longman. Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2010). Introduction to research in education (eight). Cengage Learning. Assare, Mohammadi, Forutan, & Salehizadeh. (2016). The impact of globalization on education. Journal of Administrative Management, Education, and Training, 12(5), 27–33. https://doi.org/10.25034/ijcua.2018.4707 Asysyifa, D. S., Jumaidi, J., Wilujeng, I., & Kuswanto, H. (2019). Analysis of students critical thinking skills using partial credit models ( PCM ) in physics learning. International Journal of Educational Research Review (IJERE), 4(2), 245–253. Brookhart, S. M. (2010). How to assess hıgher-order thınkıng skılls ın your classroom. Alexandria: ASCD. Conklin, W. (2012). Higher-order thinking skills to develop 21st century learners. Shell Educational Publishing, Inc. Retrieved from http://www.shelleducation.com Council, N. R. (2013). Education for life and work: Developing transferable knowledge and skills in the 21st century. Washington DC: National Academies Press. Duman,T. & Karagoz,S. (2016). An evaluation of Turkish teacher education system compared to other models in different countries. International Journal of Educational Research Review, 1 (1), 1-13 Freahat, N. M., & Smadi, O. M. (2014). Lower-order and higher-order reading questions in secondary and university level efl textbooks in Jordan. Theory and Practice in Language Studies, 4(9), 1804–1813. https://doi.org/10.4304/tpls.4.9.1804-1813 Igbaria, A. K. (2013). A Content Analysis of the wh-questions in the efl textbook of horizons. International Education Studies, 6(7), 200–224. https://doi.org/10.5539/ies.v6n7p200 Khan, W. B., & Inamullah, H. M. (2011). A study of lower-order and higher-order questions at secondary level. Asian Social Science, 7(9), 149–157. https://doi.org/10.5539/ass.v7n9p149 Lewis, A., & Smith, D. (2009). Defining higher order thinking, (March 2015), 37–41. https://doi.org/10.1080/00405849309543588 Mulyanto, H., Gunarhadi, G., & Indriayu, M. (2018). The effect of problem based learning model on student mathematics learning outcomes viewed from critical thinking skills. International Journal of Educational Research Review (IJERE), 3(2), 37–45. Nastasi, B., & Clements, D. (1987). Social-cognitıve behaviors and higher-order thinking in educational computer environments. Learning and Instruction, 2, 215–238. Partnership for 21st Century Skills (P21) (2015). Framework for 21st Century Learning. Pogrow, S. (1988). Teaching thinking to at-risk elementary students. Educational Leadership, (79–85). Ramadhana, N. A., Rozimela, Y., & Fitrawati. (n.d.). High order thinking skills-based questions in the test ıtems developed by senior high school english teachers of Padang. Journal of English Language Teaching, 7(4), 720–731. Raqqad, Y. Al, & Ismail, H. H. (2018). Analyzing the reading questions of ap12 textbook according to analyzing the reading questions of ap12 textbook according to Bloom’s taxonomy. International Journal of Education, Psychology and Counseling, 3(22), 84–94. Razmjoo, S. A., & Kazempourfard, E. (2012). On the representation of Bloom’s revised taxonomy in ınterchange coursebooks. The Journal of Teaching Language Skills, 4(1), 171–204. Setyarini, S., & Ling, M. A. (2019). Promoting higher order thinking skills in storytelling for teaching english to young adolescents in 21st century. International Seminar on Language, Education, and Culture, 2019, 155–164. https://doi.org/10.18502/kss.v3i10.3897 Ulum, O. G. (2016). A descriptive content analysis of the extent of Bloom’s taxonomy in the reading comprehension questions of the course book q : Skills for Success 4 Reading and Writing A Descriptive Content Analysis of the Extent of Bloom ’ s Taxonomy in the. The Qualitative Report, 21(9), 1674–1683. Retrieved from http://nsuworks.nova.edu/tqr/vol21/iss9/7 Zaiturrahmi, Kasi, U., & Zulfikar, T. (2017). ANALYSIS OF INSTRUCTIONAL QUESTIONS IN AN ENGLISH TEXTBOOK FOR SENIOR HIGH SCHOOLS. English Education Journal, 8(4), 536–552. Zohar, A. (2006). The Nature and Development of Teachers ’ Metastrategic Knowledge in the Context of Teaching Higher Order Thinking. Journal of the Learning Sciences, 15(3), 331–377. https://doi.org/10.1207/s15327809jls1503_2
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Fajar Dwi Utami Bu kişi benim

Joko Nurkamto Bu kişi benim

Sri Marmanto Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 4

Kaynak Göster

APA Dwi Utami, F., Nurkamto, J., & Marmanto, S. (2019). Higher-Order Thinking Skills on Test Items Designed by English Teachers: A Content Analysis. International Journal of Educational Research Review, 4, 756-765. https://doi.org/10.24331/ijere.629581
AMA Dwi Utami F, Nurkamto J, Marmanto S. Higher-Order Thinking Skills on Test Items Designed by English Teachers: A Content Analysis. IJERE. Aralık 2019;4:756-765. doi:10.24331/ijere.629581
Chicago Dwi Utami, Fajar, Joko Nurkamto, ve Sri Marmanto. “Higher-Order Thinking Skills on Test Items Designed by English Teachers: A Content Analysis”. International Journal of Educational Research Review 4, Aralık (Aralık 2019): 756-65. https://doi.org/10.24331/ijere.629581.
EndNote Dwi Utami F, Nurkamto J, Marmanto S (01 Aralık 2019) Higher-Order Thinking Skills on Test Items Designed by English Teachers: A Content Analysis. International Journal of Educational Research Review 4 756–765.
IEEE F. Dwi Utami, J. Nurkamto, ve S. Marmanto, “Higher-Order Thinking Skills on Test Items Designed by English Teachers: A Content Analysis”, IJERE, c. 4, ss. 756–765, 2019, doi: 10.24331/ijere.629581.
ISNAD Dwi Utami, Fajar vd. “Higher-Order Thinking Skills on Test Items Designed by English Teachers: A Content Analysis”. International Journal of Educational Research Review 4 (Aralık 2019), 756-765. https://doi.org/10.24331/ijere.629581.
JAMA Dwi Utami F, Nurkamto J, Marmanto S. Higher-Order Thinking Skills on Test Items Designed by English Teachers: A Content Analysis. IJERE. 2019;4:756–765.
MLA Dwi Utami, Fajar vd. “Higher-Order Thinking Skills on Test Items Designed by English Teachers: A Content Analysis”. International Journal of Educational Research Review, c. 4, 2019, ss. 756-65, doi:10.24331/ijere.629581.
Vancouver Dwi Utami F, Nurkamto J, Marmanto S. Higher-Order Thinking Skills on Test Items Designed by English Teachers: A Content Analysis. IJERE. 2019;4:756-65.

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