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Assessing Students' Higher-Order Thinking Skills: Knowledge and Practices

of Chemistry Teachers in Vocational Senior Secondary Schools

Article in Jurnal Pendidikan Teknologi Kejuruan · May 2021

DOI: 10.21831/jptk.v27i1.32882

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Jurnal Pendidikan Teknologi dan Kejuruan, Vol. 27, No. 1, May 2021, 37-47
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DOI: https://doi.org/10.21831/jptk.v27i1.32882
37

ASSESSING STUDENTS' HIGHER-ORDER THINKING SKILLS:

KNOWLEDGE AND PRACTICES OF CHEMISTRY TEACHERS IN
VOCATIONAL SENIOR SECONDARY SCHOOLS

Elin Driana 1 , Ary Susilowati 2, Ernawati 3, *, Abd. Rahman A. Ghani 4

1, 2, 3, 4 Graduate School of University of Muhammadiyah Prof. Dr. HAMKA, Jl. Warung Buncit Raya No. 17, Pancoran
Jakarta Selatan 12790, Indonesia
E-mail: [email protected] *
*Corresponding Author

ABSTRACT

The success of efforts in developing students' higher-order thinking skills (HOTS) to face the complex
challenges in the 21st century also depends on how teachers implement classroom assessments. Studies on
teachers' knowledge and practices have been conducted at different levels of education. However, studies that
involved teachers in vocational senior secondary schools are still limited. Therefore, this qualitative study aimed
at exploring chemistry teachers' knowledge of HOTS, their assessment practices, and the barriers encountered.
Ten chemistry teachers from three public and six private vocational senior secondary schools in South Jakarta
were involved in this study. Data were collected through semi-structured interviews conducted between August
and September 2019. The findings revealed that almost all chemistry teachers believed that providing students in
vocational senior secondary schools with HOTS was essential. However, knowledge of HOTS among most
teachers was still inadequate, contributing to their unpreparedness in assessing the skills. Misunderstanding about
higher-order thinking was also revealed, such as associating higher-order thinking with item difficulties. The
teachers in this study considered students' factors as barriers in cultivating HOTS in chemistry learning in
vocational senior secondary schools, such as lack of motivation, low academic ability, and lack of reading habits.
The teachers also mentioned the shortage of facilities as another barrier that inhibited their efforts in fostering
HOTS in chemistry learning. Proper teacher professional development programs are needed to increase teachers'
understanding of HOTS assessment and help them develop various strategies for fostering HOTS among
vocational senior secondary school students.

Keywords: assessment, chemistry education, higher-order thinking skills, teacher's knowledge, vocational
school

INTRODUCTION critical thinking, asking significant questions,

reasoning, and solving problems [5].
Fostering students’ higher-order thinking FitzPatrick and Schulz [6] summarized that
skills (HOTS) for preparing them to face more “Higher-order and critical thinking in science
complex problems in the future has become the include developing research questions, forming
aim of education in many countries. That aim is hypotheses, designing experiments or
reflected in the documents of educational investigations, analyzing and interpreting data,
policies in various countries that emphasize the drawing conclusions, and forming scientific
need for change in curriculum, learning, and explanation.”
assessment to develop students' HOTS [1], [2]. Higher-order thinking skills have also
Equipping students with HOTS can help them become a concern in the learning of chemistry.
apply the knowledge in situations that they have The development of HOTS in the learning of
never faced before [3]. chemistry “can help students understand basic
Since the past few decades, efforts to principles of chemistry that they also encounter
reform science education have been made by in everyday life, and to make personal, social,
emphasizing scientific literacy and HOTS [4]. economic decisions” [7]. However, chemistry
The learning of science aims to assist students learning is considered to be overloaded with
to develop the skills of higher-order thinking, materials so that it emphasizes memorizing the

Received June 30, 2020; Revised March 3, 2021; Accepted March 12, 2021
38 Jurnal Pendidikan Teknologi dan Kejuruan, Vol. 27, No. 1, May 2021

materials instead of meaningful and relevant many studies have shown that assessment of
learning [8], [9]. HOTS can increase students’ achievements and
Chemistry is a mandatory lesson for motivation to learn [17].
vocational senior secondary school students in Efforts to develop students' HOTS are
Indonesia who choose the subject areas of also determined by teachers’ understanding of
technology and engineering, health, HOTS and its implementation in the classrooms
agribusiness and agrotechnology, and fisheries [5]. However, teachers at different levels of
and maritime. The competencies to acquire by education still face challenges in applying the
vocational senior secondary school students as assessment of HOTS. Their assessment
stated in the Content Standard [10] have instruments are still dominated by items
included HOTS, such as formulating problems measuring lower-order thinking skills [16],
and making hypotheses; planning and [18], [19]. Moreover, teachers often assume that
conducting experiments by using different the assessment instruments they made already
variables; writing the results of observation, assessed HOTS, but they only assessed lower-
processing and presenting the data in the form order thinking skills [18].
of tables and graphs. Studies on teachers' knowledge and
Developing students' critical thinking, practices on HOTS have been conducted at
creativity, and problem-solving is also crucial different levels of education, such as from
for vocational school students to prepare them kindergarten to grade 9 [20], primary schools
for the rapid change in the workplace due to [1], [18], [21], junior secondary schools [22],
technology development [11]. Vocational junior secondary and senior secondary schools
school students who are competent in HOTS are [23], and senior secondary schools [24].
better prepared for work [12]. However, studies focusing on teachers'
The success of efforts to enhance knowledge and practices of HOTS in vocational
students' HOTS is also affected by assessment senior secondary schools are still limited. The
practices. Assessments significantly impact success of efforts to provide vocational senior
learning and teaching, such as determining the secondary school students with HOTS also
content that will be taught and how the learning depends on teachers' abilities to develop those
process will happen [13], [14]. The students' skills, including through the assessment
chance of showing their learning outcomes will activities. Understanding chemistry teachers’
be higher if there is a connection between knowledge of HOTS and its implementation in
learning activities, assessments, and learning assessing their students would help plan
targets as written in curriculum documents [6], programs for developing teachers’ abilities in
[15]. fostering students' HOTS.
Assessments can be used to promote Therefore, this research explored
students' HOTS by developing assessment teachers’ knowledge of HOTS, teachers'
instruments that emphasize those skills [5], understanding of HOTS assessment, teachers'
[16]. Higher-order thinking assessments assessment practices, and the barriers
measure students' ability to solve a new encountered in vocational senior secondary
problem by applying the knowledge they have schools.
learned, explaining the phenomenon
scientifically and constructively, and using METHOD
scientific inquiry skills [2]. Assessing students
using higher-order thinking assessment This study adopted a qualitative approach
instruments will create an environment that because it was suitable for exploring chemistry
encourages them to practice their HOTS and to teachers' knowledge of HOTS and its
master the learned materials [15]. Besides, assessment, their assessment practices, and the
Driana et al., Assessing Students’ Higher-Order Thinking Skills: Knowledge and Practices of Chemistry Teachers in Vocational Senior Secondary Schools 39

barriers they encountered. This study involving as a guideline, but the interviewer still had the
ten chemistry teachers from three public and six freedom to probe and elaborate on the questions
private vocational senior secondary schools in during the interview.
South Jakarta. Nine teachers participating in The interviews were conducted after
this study were females, and one was male. The permission was granted by Region I and II of
ages of the teachers ranged from 23 years old to the Education Office of South Jakarta. The
71 years old. Two teachers were below 30 years second author of this article, who had been a
old; three teachers were between 30 and 50 chemistry teacher for about 16 years,
years old, and five teachers were above 50 years interviewed all the teachers individually in their
old. Their teaching experiences were between 2 schools in August and September 2019. With
and 30 years. Two teachers had teaching the approval of the teachers participating in this
experiences for less than five years, two study, all the interviews were audio-recorded
teachers between six and fifteen years, and six and transcribed. The second author did all the
teachers for more than 15 years. In terms of transcriptions. All authors read each
educational background, three teachers attained transcription from the beginning to the end for
a master's degree (S2): two in chemistry coding and categorizing.
education and one in chemistry. Seven teachers
had a bachelor's degree (S1): three in chemistry RESULTS AND DISCUSSION
education, two in chemistry, one in science, and
one in mechanical engineering. The The interview data analysis identified five
characteristics of the teachers participating in categories: teachers' knowledge of higher-order
this study are presented in Table 1. thinking skills, teachers' beliefs about higher-
order thinking skills, teachers' understanding of
Table 1. Characteristics of the Teachers higher-order thinking assessments, teachers'
No. Characteristic N % assessment practices, and teachers' barriers in
1. Gender assessing HOTS.
Male 1 10%
Female 9 90%
2. Age Teachers' Knowledge of Higher-Order
< 30 years old 2 20% Thinking Skills
30 - 50 years old 3 30%
> 50 years old 5 50%
3. The majority of teachers who participated
Years of Teaching
< 5 years 2 20%
in this study recognized the term HOTS.
6 - 15 years 2 20%
However, two teachers had not heard the term.
> 15 years 6 60% It is surprising because the policy documents of
4. Level of Education the Ministry of Education and Culture of the
S1 (Bachelor's Degree) 7 70%
S2 (Master's Degree) 3 30%
Republic of Indonesia, such as the Graduate
5. Alignment between Subject
Competency Standard, the Content Standard,
Teaching and Educational and the Process Standard, have highlighted the
Background importance of fostering students' HOTS.
Linear 9 90%
Not Linear 1 10%
Moreover, in the past few years, items
measuring HOTS have been integrated into the
The data collection employed a semi- national examination for ninth-grade and
structured interview because of its strength in twelfth-grade students and the national-based
collecting comprehensive and systematic data school exam for sixth-grade students so that
[25] and in revealing how informants express teachers were required to develop student
their thoughts and interpret their experiences thinking ability through learning and
[26]. Eleven main questions had been prepared assessment in the classrooms.
40 Jurnal Pendidikan Teknologi dan Kejuruan, Vol. 27, No. 1, May 2021

Three out of ten teachers linked HOTS because misconceptions about the two different
with the three highest cognitive levels of the concepts will result in items that fail to serve
revised Bloom's taxonomy: analyze, evaluate, their intended purposes. Complexity is whether
and create, but one of them (Teacher 1) only an item measures higher or lower-order
mentioned analyze and create. thinking, while difficulty is whether an item is
considered hard or easy [17]. Ideally, as the
“In my understanding, HOTS is higher- level of complexity increases, the item
order thinking skills. The students are difficulty also increases [27]. However, this is
taught not only to understand the
not necessarily the case. For example, a study
questions or to memorize but also to
analyze and to create. It is from conducted by Schneider et al. [27], utilizing a
Bloom's taxonomy. There are six levels, grade 4 mathematics test that consisted of 64
but I forgot the other levels.” (Teacher multiple-choice items and a grade 8
1) mathematics test that consisted of 62 multiple-
choice items, demonstrated that the cognitive
“HOTS is higher-order thinking skills, complexity and contextual frameworks were not
in which students can think at the level
always associated with item difficulty.
of C4, C5, and C6.” (Teacher 3)

“HOTS is higher-order thinking skills. Teachers' Beliefs about Higher-Order

It means thinking at higher levels. Thinking Skills
Therefore, the items are not only about
explaining something but also Most teachers indicated their belief that
analyzing. It is from C4 to C6.” providing students with HOTS is essential for
(Teacher 5) students' future. Among the reasons are to
prepare students to face the challenges of the
Besides referring to the revised Bloom's 21st century (Teacher 1, Teacher 5) and the
taxonomy, teachers also conceptualized HOTS Fourth Industrial Revolution (Teacher 1), to
as "critical thinking and creativity" (Teacher 7), teach students to think critically (Teacher 3,
and "critical thinking for problem-solving" Teacher 7, Teacher 9), creatively (Teacher 3,
(Teacher 3). These conceptions refer to the Teacher 9), and innovatively (Teacher 3), and to
definitions of higher-order thinking in three solve problems (Teacher 7), as stated in the
categories by Brookhart [17]: transfer, critical following excerpts:
thinking, and problem-solving.
Three teachers (Teacher 4, Teacher 6, and “In my opinion, it is very important
Teacher 10) associated higher-order thinking because it automatically teaches
with the level of difficulty, as represented by students in cognitive, psychomotor, and
attitude aspects, especially for facing
the following statement.
the 21st century and the 4.0 Era.”
(Teacher 1)
“HOTS are higher-order thinking
skills. So, it is about understanding the “HOTS assessment is very important
questions but with a higher level of because it can train students to think
difficulty. It is more or less like that.” critically, creatively, and innovatively.”
(Teacher 6) (Teacher 3)
Teachers' misconception of HOTS as “Actually, it is very important to help
difficult items also emerged in earlier studies students think critically and solve
[18], [24]. According to Brookhart [17], it is problems, and students know whether
crucial to differentiate the level of complexity they have achieved each basic
from the level of difficulty in assessing HOTS competency.” (Teacher 7)
Driana et al., Assessing Students’ Higher-Order Thinking Skills: Knowledge and Practices of Chemistry Teachers in Vocational Senior Secondary Schools 41

These findings support previous studies assessing analysis, evaluation, and creation;
of teachers' views on the importance of assessing logic and reasoning, assessing
fostering HOTS, such in primary schools [18], judgment, assessing logic and reasoning, and
from kindergarten to junior secondary schools assessing creativity and creative thinking. Most
[20], and senior secondary schools [2]. teachers in this study referred to the aspects in
However, one of the teachers questioned the the first category, which associate with the three
importance of HOTS for vocational school highest levels of the cognitive dimension of the
students who mostly enter the workforce right revised Bloom's taxonomy. Assessing other
after graduating instead of pursuing a higher aspects of HOTS barely emerged during the
level of education, as shown in the following interviews. Some teachers viewed HOTS
excerpt: assessments as difficult items as expressed
below:
“It is not important for vocational
school students. I prefer explaining “In my opinion, HOTS questions are
simple things related to students ' real more difficult. There are several stages
life, such as, about the danger of free in solving HOTS questions.” (Teacher
radicals.” (Teacher 10) 10)
The teacher's view does not comply with The teachers' limited understanding of
recent development on the importance of HOTS assessment might be attributed to the
providing students, including those at the fact that none of the teachers participating in
vocational schools, with HOTS to prepare them this study had attended a training program about
for entering the workplace in the 4.0 Industrial the assessment of HOTS. Effective teacher
Revolution era [11], [12]. professional development programs to provide
teachers with the knowledge and skills needed
Teachers' Understanding of HOTS
are essential for improving student achievement
Assessment
in science [28]. A comparative study involving
The interview results showed that German and Swedish teachers revealed that
teachers' understanding of HOTS assessment is teachers viewed their assessment practices and
a reflection of their knowledge about HOTS. opportunities to collaborate with other teachers
Teachers mostly linked higher-order thinking are more important than formal professional
assessment with the revised Bloom's development in enhancing their assessment
Taxonomy, as stated in the following excerpts: knowledge [29].

“As I have explained before, HOTS The Practices of HOTS Assessment

assessment is whether students can
analyze, evaluate, and create.” In responding to the questions about
(Teacher 1) enacting HOTS assessments in the classrooms,
seven teachers stated that they had included
“Students are expected to solve items measuring HOTS in their assessment
questions that require them to analyze, instruments. On the other side, two teachers
evaluate, and create to make them more
stated that HOTS items had not been included
creative.” (Teacher 3)
in their assessment instruments because they
“HOTS assessment is the C5 and C6 of considered that their students were not ready to
the cognitive level.” (Teacher 9) solve complex questions.

Brookhart [17] categorized assessment of “Not yet because we still need to

various aspects of HOTS into five categories: motivate students to learn chemistry.
42 Jurnal Pendidikan Teknologi dan Kejuruan, Vol. 27, No. 1, May 2021

We have to educate more than to teach graduation testing or depending on the

because chemistry is not tested in the content and the time.” (Teacher 2)
national exams. I still focus on LOTS
and MOTS. I don't include HOTS “For students who are majoring in
questions because HOTS questions are agriculture, the HOTS assessment is
usually designed for the national mostly implemented in the field; how
college entrance test, while vocational students use critical thinking to solve
students usually want to work after problems.” (Teacher 3)
graduating. It is still on the level
of understanding, remembering.” “Using multiple-choice questions,
(Teacher 1) essays, question and answer, attitude
assessments, and assignments.”
The other teacher, Teacher 5, stated a similar (Teacher 4)
response:
“Assessing HOTS can be in the form of
"Not yet because the students are not a portfolio, then attitude assessment.”
ready.” (Teacher 5) (Teacher 7)

Previous studies also revealed similar The Barriers in Assessing HOTS

findings that teachers were uncertain about The interview data also revealed that
teaching and assessing higher-order thinking to almost all teachers considered students as the
low achieving students [20]. However, despite main barrier in assessing HOTS. One of the
their doubt, the teachers still believed that barriers is students' low ability, as stated in the
exposure to higher-order thinking was following excerpt:
beneficial to all students. In designing the
“Students' ability does not support the
assessment instruments, two teachers stated that implementation of HOTS.” (Teacher 5).
they adjusted the questions with students' level
of ability, as expressed below: The curriculum documents in many
countries, including Indonesia, expect all
“I use varied questions by adjusting to students to develop HOTS. Previous studies
students' level of ability. If students
also indicated that most teachers believed that
have different levels of ability, the
questions need to vary so that students' HOTS should be acquired by all students [2],
scores can achieve the KKM (the [20]. However, teachers also realize the barriers
minimum level of mastery). It means in developing HOTS among low-ability
there are easy, moderate, and difficult students [2]. Another challenge is students' low
items.” (Teacher 2) motivation, as stated below:

“The implementation is like I gave “Students are not active, and they do
students questions by adjusting the level not have the motivation to learn.”
of difficulty with their ability level.” (Teacher 2)
(Teacher 6)
“The obstacle is how to motivate
Regarding the form of the assessment students to be more active in learning
instruments, most teachers mentioned multiple- because vocational students are not
choices and essays. Two teachers stated that enthusiastic about learning chemistry.”
they also included HOTS in laboratory (Teacher 3)
activities.
“The challenge is from the students
“The forms of instruments vary. There because of their low motivation to
are multiple-choice questions, essays, learn.” (Teacher 6)
and laboratory activities for the
Driana et al., Assessing Students’ Higher-Order Thinking Skills: Knowledge and Practices of Chemistry Teachers in Vocational Senior Secondary Schools 43

The lack of motivation among vocational On the other hand, the absence of a
senior secondary school students in learning national examination to determine student
chemistry has been a concern of earlier studies. graduation might allow teachers to engage
Failure to demonstrate how chemistry is related students more in learning and assessment
to daily life, the overloaded teacher material, activities that promote the development of
and teacher-centered learning are among factors HOTS. Preparation for high-stakes tests, such
that contribute to students' low motivation to as national examination, often alter the learning
learn chemistry [8], [30]. The lack of students' process from active and meaningful learning to
motivation in learning chemistry might also be drilling. For example, a study conducted in
explained by the teaching method that Israel revealed how teachers changed their
emphasized memorization with limited instruction strategies from activities that
exposures to the development of a deeper motivate students to develop their active
understanding and problem-solving ability [8], thinking to practice the exam questions due to
[31]. A study conducted among senior the pressure to increase students' scores in a
secondary school students in Sweden indicated limited amount of time [2].
that students' motivation to learn chemistry Two teachers (Teacher 8 and Teacher 10)
increases when they found the learning mentioned the lack of reading ability as an
materials are both relevant, especially to their obstacle in assessing HOTS. Previous studies,
personal life, and interesting [32]. Another such as among teachers at general senior
teacher linked students' low motivation to the secondary schools in Jakarta [24] and teachers
fact that chemistry is not a subject tested in the from kindergarten to grade 9 in Newfoundland
national examination. and Labrador, Canada, also revealed the same
view. The HOTS assessments are also
“The obstacle is that it is difficult to characterized by introductory materials, such as
motivate students to learn chemistry. texts [17] that they need to comprehend before
All of the students are males. Their
answering the questions. The lack of reading
purpose is to get a job directly after
graduating from school, and chemistry ability can inhibit students in engaging from
is not part of the national exam. That is HOTS assessment activities.
the obstacle.” (Teacher 1) Besides factors related to students, the
interview results also indicated factors related
Indonesia has a long history of high-stake to teachers that impede the HOTS assessments.
testing for determining students' graduation Teachers in this study found difficulties in
from each level of education, including from developing instruments for assessing HOTS that
primary schools, and for selecting students to confirmed findings from previous studies [18],
continue their study to a higher level of [19], [24]. For example, a study by Dahlan et al.
education. The use of the national examination [19] among 45 economics teachers from 27
results for graduation purposes has been public senior secondary schools in Bandung
abolished since 2015. However, students were showed that 47% of the teachers found
still required to take the national examination difficulty in formulating HOTS questions.
until 2020. Due to the Covid-19 pandemic, the Further descriptions demonstrated that the
administration of the 2020 national examination teachers faced difficulty in constructing HOTS
was annulled. It seems that the existence of the assessment instruments either in the form of
national examination still serves as a motivating multiple-choice, essay, or oral questions. One of
factor. Cultivating students' intrinsic motivation the factors that might contribute to teachers'
to learn seems still a challenge for Indonesian difficulties in assessing HOTS is their limited
teachers. understanding of HOTS and its assessment.
44 Jurnal Pendidikan Teknologi dan Kejuruan, Vol. 27, No. 1, May 2021

The scarcity of school facilities, such as teaching and assessing HOTS could be
chemistry laboratories, is another challenge. explained by the fact that none of the teachers
Even in some schools, as stated by Teacher 1, participating in this study had attended a
Teacher 5, and Teacher 6, chemistry training program about HOTS. It is also
laboratories are not available. The availability essential to question whether teacher
of laboratories provides opportunities for preparation programs have included
teachers to implement learning and assessment pedagogical knowledge about teaching and
activities that promote the development of assessing HOTS.
HOTS. For example, a study demonstrated that The teachers in this study considered
chemistry laboratory activities adopting factors related to students as barriers in
inquiry-based learning can encourage students cultivating HOTS in chemistry for vocational
to think creatively, improve their ability in senior secondary schools, such as lack of
solving chemistry-related problems, and relate motivation, low academic ability, and lack of
the concepts they learned with real-life contexts reading habits. The teachers also mentioned the
[33]. Besides real laboratories, studies also shortage of facilities as another barrier that
showed the benefits of virtual laboratories in inhibits their efforts in fostering HOTS in
providing opportunities for students to engage chemistry learning. Proper teacher professional
in meaningful activities that nourish HOTS, developments are needed to enhance teachers'
such as the Microcomputer-based Laboratory understanding of HOTS assessment. Teachers
(MBL) [34] and Computerized Molecular also need opportunities to share and learn
Modeling (CMM) software packages [35]. As among them to enrich their strategies in
the implication, chemistry teachers need to be fostering students' HOTS.
more familiar with and confident in utilizing the
advantages of technology development by ACKNOWLEDGMENT
designing and facilitating a learning
environment that promotes HOTS.
The research is supported by the Master's
Thesis Grant of the Ministry of Research and
CONCLUSION
Technology, the Republic of Indonesia. The
authors are grateful to the teachers who
This study explored the assessment of
participated in this study. We would also like to
HOTS among chemistry teachers in Indonesian
thank the Institute of Research and
vocational senior secondary schools. The
Development, the University of
findings showed that almost all chemistry
Muhammadiyah Prof. Dr. HAMKA, for
teachers participated in this study believed that
supporting and facilitating the research.
fostering higher-order thinking skill is essential
for vocational senior secondary school students
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