Open AccessProfile of Junior High School Science Textbooks: Fulfillment of the Higher-order Thinking Skills component
Author(s) -
Y. Trisnayanti,
Ashadi Ashadi,
Widha,
Mohammad Masykuri
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1842/1/012053
Subject(s) - psychology , mathematics education , higher order thinking , test (biology) , data collection , class (philosophy) , teaching method , computer science , mathematics , statistics , artificial intelligence , cognitively guided instruction , paleontology , biology
This study aims to analyze the fulfillment of HOTS components in elements such as learning indicators, materials, activities, and competency test questions in science textbooks for Class VII Semester 2. The research method uses mixed methods with an explanatory design starting from the collection and analysis of quantitative data followed by the collection and analysis of qualitative data that is built on the initial results of quantitative data. The material used to analyze HOTS fulfillment of “The Interaction of Living Things with the Environment” with Basic Competencies of 3.7 and 4.7. There are 27 identified components of HOTS fulfillment that are based on 8 learning indicators, 12 learning activities, and 7 competency test questions. With the results of HOTS fulfillment recapitulation the percentage of HOTS cognitive level at the analysis level (C4) 66.67%, the evaluation level (C5) 3.70%, and the creative level (C6) 11.11%. While the HOTS development matrix consists of 56 levels with high criteria of 30.36%, medium criteria of 41.07%, and low criteria of 28.57%. HOTS occurs when students are involved so that through a series of HOTS activities by determining learning sources in textbooks and appropriate learning arrangements, junior high school students can develop higher-order thinking habits.