Mapping Teacher’s Readiness to Improve the Government Policy in Implementing Higher-Order Thinking Skills-Based Learning

Taufiq  Lilo Adi Sucipto; Sajidan Sajidan; Muhammad Akhyar; Roemintoyo Roemintoyo

doi:10.48161/qaj.v5n1a1577

Authors

Taufiq Lilo Adi Sucipto Educational Sciences Study Program, Sebelas Maret University, Surakarta 57126, Indonesia.
Sajidan Educational Sciences Study Program, Sebelas Maret University, Surakarta 57126, Indonesia.
Muhammad Akhyar Educational Sciences Study Program, Sebelas Maret University, Surakarta 57126, Indonesia.
Roemintoyo Educational Sciences Study Program, Sebelas Maret University, Surakarta 57126, Indonesia.

DOI:

https://doi.org/10.48161/qaj.v5n1a1577

Abstract

Recently, there have been many trainings aimed at investigating pedagogical practices among teachers related to HOTS-based teaching in the context of Indonesian education. This research aims to test the teachers' readiness to implement high-order thinking skills-based learning in Indonesia. This research used a mixed-method approach with a cross-sectional design. Furthermore, a cross-sectional design was used because three variables (teacher readiness, government policy, and higher order thinking skills-based learning) were involved with qualitative and quantitative testing. A total of 260 teachers and 2,645 students were selected by random cluster sampling. Data were collected using documentation, observation, and questionnaire techniques. The results showed that 96% of teachers were aware of high-order thinking skills-based learning, but only 71% applied the skill, and the lesson was correctly designed by 48.75%. The teachers are ready for the factual and conceptual knowledge, but not the procedural and metacognitive aspects. Besides, in preparing the high-order thinking skills-based learning design, some teachers choose the action verb of Bloom's taxonomy inaccurately, so the learning objectives and evaluation are also inappropriate. In addition, teachers have provided learning subjects to direct students in critical thinking; creativity; collaboration; and communication, but the intensity is necessarily increased. The research results conclude that teachers are unprepared to implement high-order thinking skills-based learning programs due to their lack of knowledge and experience. Therefore, teachers need intense assistance to support the success of learning.

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