An analysis of higher order thinking skill (HOTs) in chemistry national examination for senior high school

Abstract

The purposes of this research were (1) to determine the profile of questions of the senior high school chemistry national examination based on HOTs, and (2) to analyze the representation of chemistry national examination questions to HOTs types. The design used was descriptive qualitative consisting of content analysis methods. The data were taken from national examination questions in the 2009/2010 to the 2017/2018 academic years. The research variables consisted of HOTs types including 1) contextual assessment, 2) PISA, 3) transfer, 4) critical thinking, 5) creative thinking, 6) judgment, 7) logic and reasoning, and 8) problem-solving. The data were obtained through documentation techniques, and the result validity was tested by interrater-reliability procedures that were calculated manually through the reliability of Cohen-Kappa. The reliability test results of Cohen-Kappa indicated an agreement of the analysis of chemistry-national examination questions, including HOTs and Non-HOTs questions, in terms of contextual assessment, PISA, and transfer "strong agreement" (0.60-0.80). The results of this study showed that the chemistry national exam questions had fulfilled the targets set by BNSP regarding the proportion of HOTs questions in chemistry national examination questions for senior high school. The HOTs aspects were also found in this study such as contextual assessment, PISA, and transfer.