Tantangan Penerapan Penilaian HOTS dalam Pembelajaran Matematika di SMA: Sebuah Tinjauan Teoretis
Keywords:
learning evaluation, HOTS, mathematics learning, assessment, higher order thinkingAbstract
Evaluation of mathematics learning at the high school level is currently required to measure higher order thinking skills (HOTS) to face the challenges of the 21st century. However, the practice in the field shows various obstacles, both in terms of teachers, students, and the education system. This research used a literature study approach of 11 relevant national and international journals to identify the main challenges and solutions to the implementation of HOTS-based assessment. The results of thematic analysis show that the challenges include low teacher competence in developing HOTS questions, gaps between curriculum and practice, technical difficulties in designing questions, low utilization of technology, inconsistent approaches based on teacher gender, and low cognitive readiness of students. On the other hand, several alternative solutions have been offered, such as continuous professional training, teacher collaboration in question preparation, utilization of valid instrument development models, use of digital platforms for assessment, increasing HOTS literacy in students through contextual learning approaches, and alignment between KD, indicators and question forms. This study concludes that strengthening the HOTS-based education ecosystem requires a systemic strategy that involves teachers, students, curriculum and technology in an integrated manner.
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