Analysis of HOTS-Based Economic Learning: Case Study on Vocational High School Students in Minahasa Regency

Allen A. Ch. Manongko; Julia Sinoritha; Edwin Wantah; Johny Taroreh; Jerry RH Wuisang

doi:10.59653/ijmars.v3i02.1581

Authors

Allen A. Ch. Manongko Universitas Negeri Manado, Minahasa, Indonesia
Julia Sinoritha Universitas Negeri Manado, Minahasa, Indonesia
Edwin Wantah Universitas Negeri Manado, Minahasa, Indonesia
Johny Taroreh Universitas Negeri Manado, Minahasa, Indonesia
Jerry RH Wuisang Universitas Negeri Manado, Minahasa, Indonesia

DOI:

https://doi.org/10.59653/ijmars.v3i02.1581

Keywords:

HOTS, Economic Learning, Minahasa

Abstract

This study aims to analyze the implementation of Higher Order Thinking Skills (HOTS)-based economic learning for Vocational High School (SMK) students in Minahasa Regency. The focus of the study includes teachers' understanding of the HOTS concept, the learning strategies applied, the forms of evaluation used, and the factors that inhibit the implementation of HOTS in the learning process. The method used is a qualitative approach with data collection techniques through in-depth interviews, classroom observations, and documentation of evaluation questions. The results of the study indicate that most teachers do not fully understand the HOTS concept, which has an impact on the low implementation of learning strategies based on analysis, evaluation, and creation. Learning evaluation is still dominated by low cognitive level questions (C1–C2), while HOTS-based questions are still minimal. Factors inhibiting HOTS implementation include time constraints, lack of training, inadequate learning facilities, and low student learning motivation. This study recommends the need for HOTS question preparation training, provision of educational technology facilities, and systemic support from school management to encourage more contextual economic learning and be able to develop students' critical thinking skills.

Downloads

Download data is not yet available.

References

Anderson, L. W., & Krathwohl, D. R. (2019). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Pearson Education.

Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597

Brookhart, S. M. (2018). How to Design Questions and Tasks to Assess Student Thinking (2nd ed.). ASCD.

Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). SAGE Publications.

Helmawati. (2029). Pembelajaran dan Penilaian Berbasis HOTS. Bandung: PT Remaja Rosdakarya

Hidayati, R., Jailani, J., & Kurniawan, H. (2020). The Effectiveness of Problem-Based Learning to Improve Students' Higher Order Thinking Skills in Mathematics. Journal of Physics: Conference Series, 1470(1), 012074. https://doi.org/10.1088/1742-6596/1470/1/012074

Johnson, E. B. (2019). Contextual Teaching and Learning: Menjadikan Kegiatan Belajar-Mengajar Mengasyikkan dan Bermakna. Mizan Learning Center.

Kurniawati, N., & Nurhayati, A. (2021). Challenges in Implementing Higher Order Thinking Skills (HOTS) in Learning Activities. International Journal of Educational Management and Innovation, 2(3), 232–243.

Manopo, L., & Repi, R. (2024). Tantangan dan Strategi Pengembangan Pembelajaran Ekonomi Berbasis HOTS di Minahasa. Jurnal Ilmiah Kependidikan, 9(1), 34–42.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). SAGE Publications

Ningsih, A., & Lestari, Y. (2022). Analisis Tingkat Kognitif Soal Ujian Ekonomi SMA dan SMK. Jurnal Evaluasi Pembelajaran, 10(2), 101–112.

Rahman, S. (2019). The Implementation of Higher Order Thinking Skills (HOTS) in Indonesian EFL Classrooms: Challenges and Strategies. Journal of English Language Teaching and Linguistics, 4(3), 333–347. https://doi.org/10.21462/jeltl.v4i3.207

Rahmawati, I., & Arifin, M. (2023). Studi Deskriptif Tentang Kesiapan Guru Ekonomi SMK dalam Menerapkan Pembelajaran HOTS. Jurnal Pendidikan dan Pembelajaran, 18(1), 67–75.

Ratna Eka Iswahyuni. (2018). “Proses Penyelesaian Soal Bertipe HOT (Higher Order Thinking) pada Materi Diferensial Siswa SMA Berdasarkan Kemampuan Matematis,” Jurnal Ilmiah Edukasi & Sosial

Ridwan Abdullah Sani. (2019). Pembelajaran Berbasis HOTS Edisi Revisi. Tangerang: Tira Smart

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.

Santrock, J. W. (2018). Educational psychology (6th ed.). McGraw-Hill Education.

Sitorus, H., & Hasibuan, M. (2021). Strategi Pembelajaran HOTS di SMK: Studi Kasus Guru Ekonomi. Jurnal Pendidikan Vokasi, 11(1), 87–99.

Sitorus, R., & Hasibuan, R. (2021). Efektivitas Pembelajaran Ekonomi Berbasis HOTS di SMK Negeri Medan. Jurnal Ilmu Pendidikan dan Ekonomi, 15(1), 45–53.

Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. Jossey-Bass.

Widana, I. W. (2020). Model Pembelajaran HOTS untuk Meningkatkan Kompetensi 4C. Yogyakarta: Deepublis

Wiggins, G. (2011). Educative assessment: Designing assessments to inform and improve student performance. Jossey-Bass.

Yuliana, D., & Prayitno, B. A. (2020). Implementasi Pembelajaran Ekonomi Berbasis HOTS dalam Meningkatkan Kemampuan Berpikir Kritis Siswa. Jurnal Pendidikan Ekonomi, 13(2), 101–110