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All Journal English Review: Journal of English Education Journal of English Language Studies LINGUA: Jurnal Bahasa dan Sastra Journal of English Literacy Education Prosiding Seminar Nasional Unimus
Machdalena Vianty
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Arts Humanities Education Engineering Health Professions Languange, Linguistic, Communication & Media Nursing Public Health

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Journal : English Review: Journal of English Education

 1 
APPLYING HIGHER ORDER THINKING SKILLS (HOTS) PEDAGOGY: A CASE STUDY OF AN EFL CORE TEACHER Nais Saraswati; Rita Inderawati; Machdalena Vianty
English Review: Journal of English Education Vol 11, No 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.7818

Abstract

HOTS (Higher Order Thinking Skills) is an indispensable skill crucial for meeting the future demands of the 21st century. It plays a fundamental role in encouraging students to think critically, be more creative, and effectively solve problems. HOTS pedagogy encompasses the entire teaching and learning process, encompassing the selection of teaching and learning strategies as well as the creation of tasks and assessments based on HOTS principles. This study aimed to explore how an EFL (English as a Foreign Language) core teacher understands and implements HOTS pedagogy in the EFL classroom. Qualitative research in the form of narrative inquiry was employed for this investigation, with a single participant chosen through criteria sampling. Data collection was carried out through semi-structured interviews, and data analysis utilized the constant-comparative method. The study's findings shed light on the teacher's planning when implementing HOTS pedagogy, the teaching techniques employed to foster HOTS skills in students, and the utilization of HOTS-based assessments. Additionally, the findings identified an issue with the arrangement of operational verbs in the EFL core teacher's planning and revealed that the use of discovery learning as a teaching technique created disparities in understanding the lesson between passive and dominant students. 
Co-Authors - Sofendi Bambang A. Loeneto Bibie Nariswari Chuzaimah D. Diem Chuzaimah Dahlan Diem Didi Suhendi Diemroh Ihsan Dio Permana Fiftinova Fiftinova Fitria Apriani Hariswan Putra Jaya Haritsah Sani Irna Ningsih Ismail Petrus Jelita Purnamasari Mifta Danu Prasetyo Nais Saraswati Nurvira Wardayani Oktavia Ritonga Rahmi Aulia Ririn Arsita Rita Inderawati Sofendi Sofendi Soni Mirizon TATI NURHAYATI Utri Fitria Winda Apriani Zahra Alwi