Analysis of The Elementary School Teacher’s Need in the

Implementation of HOTS (Higher Order Thinking Skills) based on

Mathematics Learning

Anesa Surya

, Sularmi

, Siti Istiyati

, Tri Wahyuningsih

and Sriyanto

Elementary Teacher Education, Universitas Sebelas Maret, Jl. Slamet Riyadi No. 449, Surakarta, Indonesia

SDN Jogorogo 3, Jogorogo, Ngawi, Indonesia

SDN Pranan 2, Jogorogo, Polokarto, Sukoharjo, Indonesia

Keywords: Higher Order Thinking Skill (HOTS), Teacher’s Need, Mathematics Learning, Elementary School.

Abstract: The education system in Indonesia by means of Curriculum 2013 policy underlines HOTS is a skill required

to be mastered by elementary education students. This research is the preliminary study step in research and

procedures development (R & D) by Borg & Gall. This study is limited to the analysis of that elementary

school teachers need to implement HOTS based mathematics learning. The research is descriptive research,

using a qualitative approach. The method of data collection uses the questionnaire. The subjects of the

research are 97 teachers of the elementary education in the academic year 2017/2018 in East Java.

Descriptive and content analysis is used by the writer to analyze the technical data. The result of the study

shows that 1) teacher understands the concept and importance of applying HOTS to the mathematics

learning in elementary education 2) Teachers have implemented HOTS on mathematics learning in

elementary education. 3) teachers are still having some difficulties in setting up HOTS assessment on

mathematics learning in elementary education 4) teachers need the assessment book of HOTS school-based

mathematics learning for elementary school as a learning resource of the preparation of the mathematics

learning assessment instrument.

1 INTRODUCTION

Learning in the 21st century, requires students to

integrate and use knowledge in dealing with daily

life problems (Fadel et.al. 2007). This skill is called

Higher Order Thinking Skills (HOTS). In addition,

this skill is very important in the preparation of

students to face global competition (MEA). HOTS is

a cognitive skill to transfer information that obtains

problem-solving (Lewis & Smith, 1993; Elias, 2014;

Thomas and Thorn, 2009). Therefore, the HOTS

definition has three aspects. They are HOTS as

knowledge transfer, HOTS as critical thinking skill

and HOTS as the problem-solving skill (Brookhart,

2010). HOTS as transfer knowledge refers to the

level of Taxonomy Bloom (1956) was revised by

Anderson & Krathwohl (2001) i.e. analysis (C4),

evaluation (C5) and creation (C6) (Transkley, 2003;

Liu, 2010; Fisher, 2010). At the level of analysis,

students are required to have the ability to think to

specify aspects/elements of a context. At the

evaluation stage, students are required to have the

ability to make decisions based on facts/information.

At the stage of creation, students are required to

have the ability to think and construct ideas. HOTS

implementation in the learning process means that

the learning process should provide experiences for

students to solve the problem. Therefore, HOTS

implementation needs to train since elementary

education.

The education system in Indonesia by means of

2013 Curriculum Revision Edition is character

education towards HOTS (Permendikbud, 2017).

The cognitive domain will be the HOTS to be

achieved in the learning objectives. The preparation

of instructional designs, learning models, teaching

materials and assessments compiled by teachers

should require students to reach HOTS.

In learning mathematics in elementary education,

HOTS concept is directly proportional to the

purpose of elementary mathematics learning. The

purpose of learning mathematics in elementary

education is so that students can think critically,

Surya, A., Sularmi, ., Istiyati, S., Wahyuningsih, T. and Sriyanto, .

Analysis of The Elementary School Teacher’s Need in The Implementation of HOTS (Higher Order Thinking Skills) based on Mathematics Learning.

DOI: 10.5220/0008524705170521

In Proceedings of the International Conference on Mathematics and Islam (ICMIs 2018), pages 517-521

ISBN: 978-989-758-407-7

517

creatively, rationally, and can solve problems in

everyday life (Shadiq, 2014; Susanto, 2013; Hamzah

& Muhlisrarini, 2014). So that the development of

HOTS in mathematics learning is very important to

be applied in elementary education (Apino &

Retnawati, 2017). However, the fact shows that the

results of HOTS mathematics in Indonesia are still

low. The low HOTS of Indonesian students is shown

based on the results of the Trends in International

Maths and Science Study (TIMSS) study organized

by the International Association for the Evaluation

of Educational Achievement (IEA). TIMSS data in

2011 (Mullis, et. al. 2012) shows that on the

cognitive dimension, Indonesia is ranked 38 out of

42 participating countries.

The results of the study, supported by several

studies in Indonesia which analyzed HOTS students

in mathematics learning in elementary education

which were classified as still low (Piltena, 2010;

Putri & Zulkardi, 2018). There are various studies to

improve HOTS in learning mathematics in

elementary educations (Andriani et. al., 2018;

Lukitasari et. al. 2018; Suwarsi et. al. 2018). But the

results of the study are still in a small scope and

have not been used for reference in other elementary

educations.

HOTS can be achieved through teacher transfer

in HOTS-based learning processes and HOTS-based

learning assessments (Wall, 2015; Art-in, Sitthipon,

2012). Both components are mutually sustainable.

Therefore, the teacher must understand the HOTS

concept, implement HOTS in learning and measure

HOTS to students through HOTS-based assessment

instruments.

Based on this, the purpose of this study is 1) to

determine the teacher's perception about

understanding and mastering the HOTS concept in

the 2013 curriculum; 2) the determine the

implementation of HOTS-based mathematics

learning the process and; 3) to determine HOTS-

based elementary education mathematics

assessment.

2 METHOD

This research is the preliminary study step in

research and procedures development (R & D) by

Borg & Gall. This study is limited to the analysis of

that elementary school teachers need to implement

HOTS based mathematics learning. The research is

descriptive research, using a qualitative approach.

The subjects of the research were 97 teachers of

the elementary education in the academic year

2017/2018 in East Java. Whole, the Elementary

Teacher consists of 26 teachers for grade 1, 32

teachers for grade 3, 15 teachers for grade 4, and 34

teachers for grade 5. The overall education

background of elementary school teachers consists

of 76 elementary school teachers having Bachelor

level education and 21 elementary school teachers

having a Magister level of education. While for

teaching experience, 23 teachers have already had

elementary school teaching experience for 7-10

years, 42 teaching experiences for 3-6 years, 32

teaching experiences for 1-2 years.

The method of data collection is questionnaire.

Every questionnaire consists of 3 aspects i.e.

teachers understanding towards HOTS-based

mathematics learning the concept in 2013

Curriculum, implementation and evaluation of

HOTS-based Mathematics elementary education

lesson. The number of questionnaire items is10

statements. We use descriptive and content analysis

as the techniques to analyze data. Below are the

question items of the questionnaire about teachers'

HOTS based mathematic instructional design at

elementary education.

Table 1: The description of research instrument.

Number

Aspect

Question

Number

Teacher’s understanding

toward concept HOTS based

mathematic instructional

design at elementary

education in 2013 curriculum

A-1, A-2,

A-3

The implementation of

HOTS based Mathematic

instructional process

B-1, B-2,

B-3

assessment of HOTS based

mathematic instructional

design at elementary

education

C-1, C-2,

C-3, C-4,

C-5

Each item is followed by four answer choices;

they are Strongly Agree (SS), Agree (S), Disagree

(TS), and Strongly Disagree (STS). The teachers

were free to choose one of the choices based on the

status quo in each school.

3 RESULT DAN DISCUSSION

Based on the results of the questionnaire analysis,

we divide the need of teacher’s in elementary school

into 3 aspects: (1) teacher’s understanding toward

HOTS based mathematic instructional design

concept at elementary education in 2013 curriculum;

ICMIs 2018 - International Conference on Mathematics and Islam

518

(2) The implementation of HOTS based

Mathematics instructional process, (3) HOTS based

learning assessment.

3.1 The Teachers’ understanding

towards HOTS based on

mathematic instructional design at

elementary education in 2013

curriculum

Based on the results of the questionnaire analysis, it

found information about teachers' understanding

towards the concept of HOTS based mathematic

instructional design at elementary education in 2013

curriculum. This aspect consists of three statements:

the teacher's understanding of the HOTS concept of

mathematics learning in Elementary education (A-

1), the teacher's understanding of government policy

in the 2013Curriculumon HOTS in Elementary

Mathematics Learning (A-2) and teacher's

understanding of the importance of HOTS in

mathematics learning in the elementary education.

The finding indicated can be seen in Figure 1.

Figure 1: The teachers’ understanding towards

HOTS in Curriculum 2013.

Based on figure 1, shows data about teachers'

understanding of HOTS concepts based on the

instructional design in elementary education in the

2013 Curriculum. Based on the analysis of point A-

1, it shows that 58 teachers agree that teachers

understand the concept of HOTS in elementary

education mathematics learning in the 2013

curriculum, 34 teachers stated strongly agree, 4

teachers stated disagree and 4 teachers stated

strongly disagree. Item A-2 shows 62 teachers agree

that teachers understanding government policy in the

2013 Curriculum on implementation HOTS in

mathematics learning of elementary education, 29

teachers stated strongly agree, 5 teachers stated

disagree and 1 teacher stated strongly disagree. Item

A-3 shows 46 elementary education teachers agree

on the importance of implementing HOTS in

mathematics learning of elementary education, 48

teachers agreed, 3 teachers stated disagree and 1

teacher stated strongly disagree. Based on the

analysis it can be concluded that the most teacher

has understood the concept of HOTS in elementary

education mathematics learning of 2013 Curriculum.

This is in line with the previous research which

states that teachers must understand and be able to

develop learning HOTS management that can

increase (Art-in, Sitthipon, 2012).

3.2 Teachers’ perception towards the

implementation HOTS based on

mathematic instructional design at

elementary education

Based on the results of the questionnaire analysis, it

found information about implementation of HOTS

based mathematics instructional of elementary

education. This aspect consists of three points of

statements in the questionnaire, namely teachers'

mastery of HOTS based mathematic instructional

process at elementary education, the implementation

of the learning process of mathematics that

accommodates HOTS (B-2), and HOTS

achievement of mathematics learning process in

elementary education (B-3). The finding indicated

can be seen in figure 2.

Figure 2: The teachers’ perception towards the

implementation HOTS.

Figure 2 shows that the teachers' perceptions of

HOTS implementation in mathematics learning of

elementary education. Based on the analysis of point

B-1, it shows 54 teachers agreed that they need to

use HOTS-based mathematics learning strategy in

elementary education, 40 teachers stated strongly

agree, and 3 teachers stated disagree. Item B-2

1 1 1

A-1 A-2 A-3

Frequency

B-1 B-2 B-3

Frequency

STS

Analysis of The Elementary School Teacher’s Need in The Implementation of HOTS (Higher Order Thinking Skills) based on Mathematics

Learning

519

shows 44 teachers agree that HOTS has been

implemented in learning mathematics in elementary

education, 32 teachers stated strongly agree, 12

teachers stated disagree and 9 teachers stated

strongly disagree. Item A-3 shows 56 teachers agree

that some students have not reach HOTS, 22

teachers stated strongly agree, 11 teachers stated

disagree and 8 teachers strongly disagree. Based on

the analysis, it can be concluded that HOTS has

been implemented in the learning process in

elementary education. This is in line with the

previous research which states that most teachers

have implemented HOTS in elementary education

mathematics learning (Piltena, 2010).

3.3 Teachers' perception towards

HOTS-based on Mathematics

Learning Assessment

Based on the results of the questionnaire analysis, it

is obtaining data about the needs of teachers in

preparing HOTS-based mathematics learning

assessment. The questionnaire instrument in this

aspect is divided into 4, they are teacher's

understanding of the compilation of HOTS based

mathematics learning assessment (C1), the

feasibility of the HOTS-based elementary-

mathematics learning appraisal instrument (C-2), the

availability of internal guidance of HOTS-based

mathematics learning compilation (C-3 ) and the

need for the developing HOTS-based mathematics

learning curriculum development book (C-4). The

finding indicated can be seen in Figure 3.

Figure 3: The teachers’ perception towards the

assessments HOTS.

Figure 3 shows that the teachers' perceptions of

the HOTS-based elementary mathematics learning

assessment. Based on analysis of point C-1, 46

teachers agree that the teacher found difficulties in

preparing the assessment of elementary education

mathematics learning, 38 teachers stated strongly

agree, 9 teachers stated disagree and 4 teachers

expressed strongly disagree. Item C-2 shows 54

teachers agree that the instrument has not measured

HOTS in mathematics learning of elementary

education, 40 teachers stated strongly agree, 2

teachers stated disagree and 1 teacher stated strongly

disagree. Item C-3 shows 58 elementary teachers

agree that the assessment guidelines and assessment

books that used for HOTS-based assessment

instruments compilation have not supported, 23

teachers stated strongly agree, 11 teachers stated

disagree and 5 teachers strongly disagree. Item C-4

shows 54 elementary education teachers agree that

need to develop assessment book that used to

compile HOTS-based assessment instruments, 40

teachers stated strongly agree, 11 teachers disagree,

and 5 teachers strongly disagree.

Based on the analysis, it can be concluded that

the assessment used in elementary education

mathematics learning has not been able to assess

HOTS. However, to measure HOTS achievement,

HOTS-based assessment instruments are needed

(Saul, C. & Wuttke, H., 2011). In addition, the

results of this study indicate that it is necessary to

develop a HOTS-based on mathematics learning

assessment book. Therefore, the next research that

will be investigated by the researcher is the

development of HOTS based mathematics learning

assessment book.

4 CONCLUSIONS

The results can be concluded that 1) teachers

understand about the concept and importance of

applying HOTS to the mathematics learning in

elementary education, 2) teachers have implemented

HOTS on mathematics learning in elementary

education, 3) teacher still having difficulty in setting

up HOTS assessment on mathematics learning in

elementary education, 4) teacher need the

assessment book for mathematics learning based on

HOTS as a source of instrument preparation.

Therefore, the implication of this research is the

development of elementary mathematics learning

assessment books based on HOTS.

ACKNOWLEDGEMENTS

The authors would like to thank the Universitas

Sebelas Maret that supported and funded this

research.

C-1 C-2 C-3 C-4

Frequency

STS

ICMIs 2018 - International Conference on Mathematics and Islam

520

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