1
The background of this research was there was an indication that the textbook used at SMK N 2 Bukittinggi did not provide enough Higher Order Thinking Skills (HOTS) since the teacher used another sources as additional material while teaching process in order to maximize students’ higher order thinking skills. However, Higher Order Thinking Skills (HOTS) is an unquestionable demand that the education in this 21st century should provide to its students where one of the way is can be done by providing it in students English textbook as one of salient instrument of teaching learning process.
Based on this phenomenon, researcher conducted a study to find out the existence of HOTS in students EFL textbook.
The design of this research was descriptive qualitative. The source of data was textbook as primary data, and the teacher as secondary data. The technique of data collection was the documentation of the instructions in the textbook.
The results of this research was the EFL textbook showed that there were Higher Order Thinking Skills (HOTS) contained in the instructions of the textbook. There were 33 instructions that contained HOTS, those are: 13 instructions of Analyze (C4), 5 instructions of Evaluate (C5), and 15 instructions of Create (C6). However, the instruction that contained HOTS does not contain the aspect of C4, C5, and C6 in every chapter, some of the instruction on the chapter even directly contain C6. Meanwhile the good criteria of instruction should contained every HOTS (C4, C5, C6) in it in order to maximize the achievement of students’ Higher Order Thinking Skills since it helped students to connected knowledge, critical thinking and creative thinking. In summary, English textbook that used at SMKN 2 Bukittinggi already contained HOTS yet it did not supply adequate HOTS in every chapter as the criteria of good instruction.
Key words: Textbook, Higher Order Thinking Skills (HOTS)
ABSTRAK
Chintya Yosie: 2315.008 “ Analysis Keterampilan Berfikir Tingkat Tinggi yang digunakan didalam Buku Teks untuk Sekolah Menengah Kejuruan Kelas Sepuluh di SMK N 2 Bukittinggi”. Skripsi, Institute Agama Islam Negeri (IAIN) Bukittinggi 2019.
Latar belakang dari penelitian ini adalah terdapat indikasi bahwa buku teks yang digunakan di SMK N 2 Bukittinggi tidak memberikan kecakapan berpikir tingkat tinggi (HOTS) karena guru menggunakan sumber lain sebagai bahan tambahan saat proses pengajaran untuk memaksimalkan tingkat tinggi siswa. kemampuan berpikir. Namun, Keterampilan Berpikir Tingkat Tinggi (HOTS) adalah permintaan yang tidak perlu dipertanyakan lagi bahwa pendidikan di abad ke-21 ini harus menyediakan kepada para siswanya di mana salah satu caranya dapat dilakukan dengan menyediakannya dalam buku teks bahasa Inggris siswa sebagai salah satu instrumen penting dari proses belajar mengajar . Berdasarkan fenomena ini, peneliti melakukan penelitian untuk mengetahui keberadaan HOTS pada buku teks siswa EFL.
Desain penelitian ini adalah deskriptif kualitatif. Sumber data adalah buku teks sebagai data primer, dan guru sebagai data sekunder. Teknik pengumpulan data adalah dokumentasi instruksi dalam buku teks.
Hasil penelitian ini adalah buku teks EFL menunjukkan bahwa ada Keterampilan Berpikir Tingkat Tinggi (HOTS) yang terkandung dalam instruksi buku teks. Ada 33 instruksi yang berisi HOTS, yaitu: 13 instruksi Analyze (C4), 5 instruksi Evaluate (C5), dan 15 instruksi Create (C6). Namun, instruksi yang mengandung HOTS tidak mengandung aspek C4, C5, dan C6 di setiap bab, beberapa instruksi pada bab ini bahkan secara langsung mengandung C6.
Sementara itu kriteria pengajaran yang baik harus berisi setiap HOTS (C4, C5, C6) di dalamnya untuk memaksimalkan pencapaian Keterampilan Berpikir Tingkat Tinggi siswa karena membantu siswa untuk menghubungkan pengetahuan, pemikiran kritis dan pemikiran kreatif. Singkatnya, buku teks bahasa Inggris yang digunakan di SMKN 2 Bukittinggi sudah berisi HOTS namun tidak menyediakan HOTS yang memadai di setiap bab sebagai kriteria pengajaran yang baik.
Kata Kunci: Buku Teks, Keterampilan Berfikir Tingkat Tinggi (HOTS)
TABLE OF CONTENTS
PERSETUJUAN PEMBIMBING ... i
PENGESAHAN TIM PENGUJI ... ii
SURAT PERNYATAAN ... iii
ABSTRACT ... iv
ABSTRAK ... v
TABLE OF CONTENTS ... vi
LIST OF TABLES ... viii
LIST OF FIGURE ... ix
CHAPTER I INTRODUCTION ... 1
A. Background of the Problem ... 1
B. Identification of the Problem ... 7
C. Research Question ... 7
D. Purpose of the Research ... 7
E. Significance of the Research ... 8
F. Definition of the Key Terms ... 8
CHAPTER II REVIEW OF RELATED LITERATURE ... 10
A. Review of Related Theories ... 10
1. The Nature of Textbook ... 10
a. The Definition of Textbook ... 10
b. Characteristics of Good Textbook ... 11
2. The Nature of Higher Order Thinking Skills (HOTS) ... 18
a. Definition of Higher Order Thinking Skills (HOTS) ... 18
b. HOTS (Higher Order Thinking Skills) in teaching ... 23
c. Characteristics of HOTS based learning. ... 24
d. Higher Order Thinking Skills in Bloom Taxonomy ... 25
B. Review of Related Studies ... 34
C. The conceptual Framework ... 36
CHAPTER III RESEARCH METHOD ... 38
A. Design of the Research ... 38
B. Source of the Data ... 39
C. Technique of Data Collection ... 40
D. Technique of Data Analysis ... 41
CHAPTER IV FINDINGS AND DISCUSSIONS . ... 44
A. Findings. ... 44
1. The Description of the Data. ... 44
2. Analysis of the Data. ... 45
B. Discussion. ... 84
CHAPTER V CONCLUSION AND SUGGESTION. ... 87
A. Conclusion. ... 87
B. Suggestion. ... 87 REFERENCES
APPENDICES BIOGRAPHY
CHAPTER 1
INTRODUCTION A. Background of the Problem
Education changes all the time, especially in the 21st century. Nowadays, it known as knowledge age, it means that all needs or alternatives are based on knowledge. This century has been running for a decade. Changes in the education system have been felt such as development of knowledge and development of technology and learning media. For instance the shifting learning system from teacher center to student center. It is also known as collaborative learning.
Collaborative learning is learning of the teacher center while currently focusing on student centers. It affects students in changing the learning system.
The learning system in this century requires students to have skills and abilities that must be mastered.1 Students must find out from various sources, formulate problems, think analytically and collaborate in solving problems. In short students must be able to follow the changing in the education system that emphasizes think critically and systematical skills.
1 Etistika Yuni Wijaya, et all,Transformasi pendidikan abad 21 sebagai tuntan pengembangan sumber daya manusia di era globalisasi, Vol. 1 ,2016,ISSN 2528 259X,p. 263 - 266 Retrival from http://repository.unikama.ac.id/840/32/263-
278%20TRANSFORMASI%20PENDIDIKAN%20ABAD%2021%20SEBAGAI%20TUNTUT AN%20PENGEMBANGAN%20SUMBER%20DAYA%20MANUSIA%20DI%20ERA%20GL OBAL.pdf access on March 15th 2019.
The demand of students to able to think critically and systematically can be seen in education today. Education that is taking place at this time is adjusted to the curriculum that has been set. The curriculum is a collection of various experiences that will be taught to students. The curriculum used by the education unit is the 2013 curriculum.2 This curriculum guides students to be able to think critically and systematically in learning. According to the decree of the minister of education and culture number 32 of 2013 chapter 1 concerning changes to government regulation number 19 of 2005 concerning national education standards. It contains the learning process in the educational unit in a way that is fun, active, creative and independent participation. Hence every educational unit conducts planning and assessment to improve graduate competency, the learning principle used is teacher center to the student center, developing students' creativity in the learning process and using technology to improve learning effectiveness.3 In general, the competency of graduates have to understand the learning characteristics contained in the decree of the minister of education and culture No. 20 of 2003 concerning the national education system derived from taxonomy in the form of formulation of attitudes, knowledge and skills.4
In the 2013 curriculum about content standards that refer to Taxonomy SOLO (structure of observed learning outcomes) theory developed by Biggs and Collis as an evaluation tool to measure the quality of student responses in the
2 Ahmad Yani,Mindset Kurikulum 2013,Alfabeta cv,Bandung,2014,p.2
3 UU No 22 of 2016 concerning the standard of education and secondary processes.
4 Ibid.
learning process.5 In solo taxonomy students are required to develop their own creativity. Munandar stated that creativity is an ability that is reflected in fluency, flexibility and the ability to develop an idea. In the presence of high creativity students can get new knowledge that is called the cognitive domain, Bloom said that knowledge has six levels from the lowest level to the highest.
The highest level of knowledge is analyze, evaluate and create.6 In summary, knowledge has the highest level called (HOTS).
Higher Order Thinking Skills (HOTS) is ability of students to apply knowledge and skills that have been learned and used to solve the problem.7 HOTS is developed to fulfill the needs of students to education. According to Brookhart in Soeharto, HOTS consist of several aspects including analysis, evaluation and creation.8 HOTS was developed to fulfill the needs of students for education. In HOTS the teacher is only as a facilitator. Bloom said that the function of the teacher as a facilitator is to enable students to learn and be able to work together in groups. Bloom also mentioned that "the cognitive process contains six major classes, they are remembering, understanding, applying, analysis, evaluating, and creating that among six major classes divided into two groups there are Lower-Order Thinking Skills that are remembering, understanding, and applying and Higher-Order Thinking Skills are analyzing,
5 Ahmad Yani,Op.cit.p.78
6 Loc.cit.p.88
7 Soeharto.The analysis of students’ higher order thinking skills (HOTS), Vol.4 No.3 December 2018.p.145 Retrived from : http://dx.doi.org/10.26858/est.v1i1.7001 access on march 30th 2019.
8Ibid.
evaluating, and creating.9 In brief, HOTS can change the quality of education towards a better direction.
Furthermore, based on the decree of ministry of education No. 24 2016 article 2 paragraph 5 "Core competencies and basic competencies are used as the basis to changes the textbooks of junior and senior high school".10 Simply, learning using textbooks to basic competencies are needed by the students in all level of education. Therefore, textbooks play an important role in learning that orient to creative thinking and critical thinking. It means that textbooks are very important for junior and senior high school especially for vocational school in realizing creative thinking and critical thinking.
Textbook is a learning book that is used as a guidance in the teaching and learning process. According to Brown, textbooks are a learning resource that contains clear and general materials in language learning to achieve a goal.11 In short, textbook is a facilitation to help students in learning include students interaction in problem solving in learning.
English Textbook is an English learning book that used by teachers and students in the learning process. The used of English textbook enhance student understanding while learning process.12 We know that each subject taught in
9 Anderson, L. W., et. al., (2001). A Taxonomy for Learning, Teaching, and Assessing:
A Revision of loom’s Taxonomy of Educational Objectives. New York: Longman.
10 UU No 24 of 2016 concerning core competence and competency of basic lessons
11 H.Douglas Brown. Teaching by Principle An Interactive Approach to Language Pedagogy second edition.Newyork :Logman.p.136
12 Luis Fernando Gomez Rodriguez, English Textbooks Teaching and Learning English as a Foreign Language, Vol.13 No.3, September December 2010, p.331 Retrived from
http://scielo.org.co/pdf/eded/v13n3a02.pdf access on march 16th 2019.
class is a reference for activities that will take place in learning process.
Therefore English books are the main requirement for teachers.
Based on the results of interviews with teacher about learning English in tourism major class ten (X) of SMK 2 Bukittinggi in September to November 2018. The researcher found a problem related to HOTS in English textbook.
The problem is there was an indication that the textbook used at SMK N 2 Bukittinggi did not provide enough Higher Order Thinking Skills (HOTS) since the teacher used another sources as additional material while teaching process in order to maximize students’ higher order thinking skills.
Related to the above phenomenon, the researcher tried to analyzing contained HOTS in the textbook, namely the English textbook from the Ministry of Education and Culture of the Republic of Indonesia in 2017 from tenth grade.
The government expects students to achieve various competencies by applying HOTS (Higher Order Thinking Skills) in the 2013 curriculum. This competencies are students able to analyze, evaluate, and create. The purpose of the learning that must be achieved is students’ understand toward the meaning of written and oral text, students are able to design text and identify text. Overall, to fulfill the learning objectives oriented to HOTS in taksonomi blooms.
Based on the description above, researcher conducted research related to analyzing Higher Order Thinking Skills (HOTS) in English textbook on class X students at SMKN 2 Bukittinggi and what kind of HOTS contained in instruction of English textbook. The research was under tittle “An Analysis of
Higher Order Thinking Skills used in English Textbook for Vocational High School of ten grade (X) at SMKN 2 Bukittinggi.”
B. Identification of the Problem
In relation to the background of problem above, there are some problems that occur in students:
1. The teacher is still searching for additional sources and books for learning process in the class.
2. Some sources book are not presenting HOTS model in several part of the book.
This research focused on the Higher Order Thinking Skills used in English Textbook at SMKN 2 Bukittinggi.
C. Research Question
Based on the problem and focus of the research above, the researcher would like to make a question of the research by following questions:
What kind of HOTS contained in instructions of English Textbook at SMK N 2 Bukittinggi?
D. Purposes of the Research
Based on the research question above, the purpose of the research is to find out:
The description of kind of HOTS contained in instructions in English textbook of ten grade at SMKN 2 Bukittinggi.
E. Significance of the Research
The researcher hopes that this research will give advantages for:
1. For the Students
This research is expected to help students be more creative, innovative and able to solve their own problems in learning, and improve students' ability to critical thinking.
2. For the teacher
This research is a solution to improve students' ability to critical thinking and to solve problems in learning
3. For the researcher
It can provide more knowledge and experience through research.
4. For the reader
It can be valuable information and enriching reader's knowledge about students of Higher Order Thinking Skills.
F. Definition of the Key Terms
Some essential terms that used in this research are defined as follow:
1. Textbook is tools used in learning, English textbook is a book used in language learning that contain English material.
2. Higher Order thinking skills is an ability that students should have critical thinking and innovative thinking in learning.
3. Vocational high school is an educational institution that focuses students on the skills and jobs of interest after graduating from school. Vocational high school especially Economic high school (SMEA) is a school to helps students in jobs especially in the field of economics such as cooking, selling, offices, tourism and others.
CHAPTER II
REVIEW OF RELATED LITERATURE A. Review of Related Theory
1. The Nature of Higher Order Thinking Skill (HOTS) a. Definition Of Higher Order Thinking Skill (HOTS)
Higher Order Thinking Skills are important aspects of the teaching and learning process where one of the goals is students’ to get learning and knowledge and they able to use that knowledge to solve a problem. A research has found that HOTS is demand students to think critically that makes them able to solve problems and evaluate.
According to Rajendra and Idris in Chinedu, HOTS is used to solve problems.13 It means students must understand the material or topic of learning provided by the teacher, so students can think critically and act creatively to solve problems.14 Therefore students must have higher order thinking skills.
In addition, according to modern cognitive theory, the learning process does not only record, listen and absorb information from the teacher or information in the textbook,15 but the process of thinking learning is also adapted to teaching on the content and instructions given
13 Chinedu,”Strategies for Improving Higher Order Thinking Skills in Teaching and Learning of Design and Technology Education”,Vol.7 No.2,Desember 2015,p. 36. Retrived from http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/1081 access on April 13th 2019.
14 Anat Zohar, Higher Order Thinking Skills in science classroom, (Kluwer Academic Publisher: 2004),p.121
15 Ibid.
by the teacher, to see students' thinking skills in carrying out activities and organize active and flexible students.16 From the explanation basically, all the statement about HOTS higher order thinking skills needed by students in the learning process. This aims to make students active, creative and can solve their own problems.
Based on Bloom's revised taxonomy HOTS (Higher Order Thinking Skills) is the ability of students to solve a problem, think critically and think creatively.17
HOTS has four parts that must be included in it:
1) Creative Thinking
Creativity is the ability of students to produce new things, it is a process to get something new stated by Dawning. Students' ability to submit creative ideas is developed of asking students to think of new ideas from other people's opinions. According to Howard Gardner there are two types of knowledge needed to develop student creativity: the first is a deep experience that helps students focus on goals. The second is the ability of students to combine things into something new.
In addition, according to Sternberg and O'Hara three are several things related to producing creativity, those are:
16 Susan M. Brookhart. (2010). How to Assess Higher-Order Thinking Skills in Your Classroom ASCD, https://play.google.com/store/books/details?id=FgRRBAAAQBAJ. p. 11
17 Ridwan Abdul Sani,Pembelajaran Berbasis HOTS (Higher Order Thinking Skills),(Tira Smart: Tanggerang,2018),p.1-3
a. Synthetic thinking (creative) is the ability of students to develop new ideas that are quality and the goals to be achieved. This is thinking ability allows three parts, namely the first to be able to distinguish relevant and irrelevant information. The second, combining relevant information in a new way. The last, combining new information with old information in a unique way.
b. Analytical thinking (critical) is the ability of students to assess ideas from someone, can be seen from the advantages and disadvantages then provided good suggestions for improvement.
c. Thinking practice is applying intellectual skills to the daily context that produces creative ideas.
Creativity is closely related to the ability to produce something new. Torrance said that the criteria of critical thinking are:
a. Fluency is a number of rational ideas that can be produced.
b. Flexibility is the ability to create new creations to produce new things.
c. Original Thinking is a product or idea that is often found is not an original idea.
Figure 2.1 criteria of creativity
CRITERIA CREATIVITY Fluency
Original Thinking
Flexibillity
2) Critical thinking
Critical thinking is thinking that uses cognitive skills or strategies to improve ability to solve a problem stated by Halpern. According to Sies critical thinking is the process of thinking that is responsible for problems to get the best opinions, evaluation and conclusions.
A critical thinker will try to find reasons to get enough information, use reliable sources and look for alternatives to solve problems. Norris said that thinking critically must be based on curiosity and find alternative solutions to problems and gather much information. According to Ennis there are four critical ways of thinking, namely:
a. Clarification is the ability of students to identify focus and answer questions and then define problems.
b. Basic is critical thinking that leads to evidence.
c. Inference is making decisions about the values obtained from evaluating induction and deduction.
d. Interaction is to produce an action that will be carried out. It includes several important things, namely defining the problem, finding a solution.
3) Problem Solving
The problem solving process requires a series of interrelated decisions, which decisions now depend on decisions previously stated
by Crown. Someone who can solve a problem has a well-organized set of knowledge and can know the situation at hand. Then it can solve the problem correctly. According to Besemer and O'Quinn the problem-solving process is by creative means and producing elegant and high-quality solutions. It requires a creative solution with complex problems.
4) Create decision
Everyone needs to make a decision. The retrieval process starts from setting goals. Then gathering information and generating solutions or other choices. According to G alotti, decision making is centered on the selection of problems. It will succeed or fail depending on the choice intended.18
HOTS in 2013 curriculum has an important role, which students are required to think creatively and think critically:
1. Creative role in curriculum 2013, one of the creative roles is for vocational high school students, it can think creatively to create new things.
2. The critical or evaluative role of the 2013 curriculum is that the teacher criticizes a problem, this time the critical and evaluative roles are running from the students.19
18 Ibid,p.6-40
19 Ahmad Yani,Op.cit,p.26
In summary, HOTS is one aspect of learning that functions for problem solving. There are four categories, the first is creative thinking which consists of synthetic thinking, analytical thinking, thinking practice. The second is critical thinking such as clarification, basic, inference and interaction. The third is problem solving. The last one is create decision. Each part has its own function. In the 2013 curriculum of HOTS has two things, namely creative and critical or evaluate. It will help students be able to think of higher order thinking skills in the classroom.
b. HOTS (Higher Order Thinking Skills) in Textbook
HOTS is an important thing in learning, especially at this time. One of the activities that can help students in HOTS learning is a textbook.20
1. Textbook is important for improving students' ability to think critically and think creatively in classroom.
2. HOTS in textbook is seen in the content. More than HOTS of the content in textbook, the greater the chance for teachers to teach students.
3. Things that can familiarize students with HOTS activities are textbooks used in the learning process in the classroom.
According to Wilks in Barak the learning produced by students from the textbook is analysis, evaluation and synthesis also developing skills and
20 Pratama, Op.cit,p.7
problem solving.21This is considered as the HOTS covering critical decision- making and decision making stated by Dillon in Barak.22 In conclude HOTS in the textbook is needed by students, especially in the learning process in class and introducing students to HOTS. It can help students solve problems.
c. Characteristics of HOTS based learning
The characteristics of HOTS-based learning are:
1. Active in thinking is a student more active in learning, especially in thinking. The teacher as a facilitator to help active and creative students in the classroom. Students are given the opportunity to develop thinking skills in the classroom so students can master higher order thinking skills.
2. Formulating the problem is that students must change the problem given to the problem easier to find solutions. It is important for students to form HOTS-oriented learning. This do the facilitate students in understanding the problem. It is only to students to formulate and find solutions from the problems.
3. Complex problems solving this complex problem requires creativity and critical thinking skills. Students who do not have high-level thinking skills will have difficulty in solving problems.
4. Search for information from various sources. Source of learning that can require students to have their own learning style. It will also their needs,
21 Barak Miri, Purposely Teaching for the promotion of HOTS: A case of Critical Thinking,Bussiness Media:2007,p.355, Retrival from
https://link.springer.com/article/10.1007/s11165-006-9029-2 Access on July 9th 2019
22 Ibid.
interests and learning desires. Students can be responsible and can exercise the independence they have. So, if learning resources from the internet can help students to get information and students will find out the source of information obtained effectively.
We can see that, the characteristics of HOTS-based learning are students must be active in thinking, students must be able to formulate existing problems, solve complex problems with creative and critical thinking and finally students must seek information from various sources so that students can solve problems with direction.
d. Higher Order Thinking Skills in Bloom Taxonomy
In the learning process students are required to think critically, think creatively and solve problems. In the Taxonomy Bloom the ability to think is divided into two parts, namely LOTS and HOTS. LOTS is the ability of students to think lower order or often Lower Order Thinking Skills. While HOTS is the ability of Higher Order Thinking students or commonly Higher Order Thinking Skills.
Table 2.2
Structure of the Cognitive Process Dimension of Bloom Taxonomy
NO Categories & Alternative Definitions
cognitive
processes Names
1 Remember C1 (Knowledge from long term memory) 1.1 Recognizing Identifiying
Locating knowledge in long term memory that is consistent
with present material
1.2 Recalling Retrieving
Retrieving relevant knowledge from long term memory
2
Understand C2 ( construct meaning from the meaning of written and oral texts)
2.1 Interpreting Clarifying
change one word to another. e.g words to photos, numbers
Paraphrasing to words and so on.
Representing
Translating
2.2
Exemplifying Ilustrating,
find an example or illustration of a concept
Instantiating
2.3 Classifying Categorizing show meaning that has a category
Subsuming
2.4 Summarizing Abstracting
Give a brief statement of the mainpoint of something
Generalizing
2.5 Inferring Concluding
conclude logically the information contained in
extrapolating the presentation.
interpolating
Predicting
2.6 Comparing Constrasting
there are two parts namely the similarities and differences
Mapping
between objects, events, ideas and problems or situations
Matching
2.7 Explaining Contructing
when the student can use cause and effect models of
Models the system
3 Apply C3 (Use a procedure in a given situation) 3.1 Executing Carrying out
students use common or familiar ways to complete
the exercise ( Procedur knowledge to use)
3.2
Implementing Using
students do not know in general the problem
(unfamiliar) but students must know
the procedure or the way they will use.
4
Analyze C4 (Breaking materials into parts is interconnected with each other with the overall structure or purpose)
4.1
Differentiating Discriminating
Distiguishing relevant from irrelevant parts, important from unimportant parts
distinguishing of presented material.
Focusing
Selecting 4.2 Organizing Finding
determining how elements fit or functional within structure.
Coherence
Intergrating
Outlinig
Parsing
Structuring
4.3 Attributing Deconstructing
determine of point of view, bias, values or intent underlying presented material
5 Evaluate C5 (make judgments based on criteria and standards) 5.1 Checking Coordinating
detect inconsistencies or mistakes of a product and also
Detecting whether a process is effectively
Monitoring
Testing
5.2 Critiquing Judging
detecting inconsistencies between a product and external criteria,
determining whether a product has external consistency.
6 Create C6 (reorganize elements into a new pattern or structure ) 6.1 Generating Hypothesizing
Coming up with alternative hypotesis based on criteria
6.2 Planning Designing
Devising a procedure for accomplishing some task
6.3 Producing Constructing making a product
Based on the table above, Higher Order Thinking Skills (HOTS) as three categories, namely analyze, evaluate and create:23
23 Lorin W. Androson et.al,Taxonomy for learning teaching and assessing, Logmen:Newyork,p.79 - 87
1) Analyze
Analyze involves breaking up the material into parts and determining how they are related to the overall structure. This process category covers cognitive processes to distinguish, regulate, and connect. Objectives are clarified as analyzing because students learn to determine pieces of messages that are relevant or important (differentiating), ways in which pieces of messages are organized (organizing), and goals that underlie messages (attributing). Analyze also a prelude to evaluate and create.
The very important to develop in their students the ability to:
• Distinguish facts from opinions
• Link conclusions with statements.
• Distinguish relevant from foreign material.
• Determine how ideas are related to each other.
• Ensuring unwritten assumptions involved in what was said.
• Find evidence to support the writer's purpose.
Process categories Understanding, Analyzing, and Evaluating are interrelated and are used interchangeably in doing cognitive tasks. A person who understands a communication may not be able to analyze it properly. Similarly , an expert in analyze a communication can evaluate it poorly.
a) Differentiating involves distinguishing elements from the whole structure in terms of relevance or importance. Distinction occurs when a student distinguishes what is relevant from information that
is not relevant, or that is important from information that is not important, and then presents information that is relevant or important. Keep in mind that differentiating is different from the cognitive process of understanding because it involves structural organization and specifically determines how the parts fit with the overall structure. More specifically distinguishing differs from comparing in using a larger context to determine what is more relevant or important. For example: in distinguishing apples and oranges in the context of fruit, internal seeds are relevant, but the colour and shape are not relevant. In comparison, all aspects of fruit (seeds, colour, and shape) are relevant. The terms used in differentiating are discriminating, selecting, distinguishing, and focusing.
In the aspect of assessment differentiation can be assessed by the response built or the selection task. In the built-up response assignment, a student is given some material and asked to show which parts are relevant.
b) Organizing involves identifying elements of a communication or situation and recognizing how these elements are united in a coherent structure. Organizing usually occurs together with differentiation. First the students identify the relevant elements and then determine the overall structure in which the elements match.
Organizing can also occur together with attribution, with a focus on determining the author's intent or point of view. The terms used in organizing are structuring, integrating, finding coherence, outlining, and parsing.
In organizing assessment aspects students can identify a description of a situation or problem then a systematic and coherent relationship between the relevant elements
c) Attributing occurs when a student can determine the viewpoints, biases, values, or intentions that underlie communication. Attributing involves the process of deconstruction in which students determine the intention of the authors of the material presented. In contrast to interpretation, students understand the meaning of the material presented, linking involves an extension beyond the understanding of the conclusion to infer the intentions and viewpoints that underlie the material presented. Example of the Atlanta battle in the American Civil War, a student needs to determine whether the writer takes a North or South perspective. The term used is deconstruction.
In the aspect of attributing assessment students can determine the point of view that underlies the views or intentions of the writer.
2) Evaluate
Evaluate defined as making judgments based on criteria and standards. The criteria that are often used are quality, effectiveness,
efficiency, and consistency. It is determined by students or others in the form of quantitative (is this enough?) Or qualitative (is this good enough?). evaluation category is a cognitive process for checking (judgment of internal consequences) and criticizing critiquing (judgment of external criteria).
Remind that not all evaluations are evaluative. Evaluative is an assessment made by students. Example: is this approach more cost- effective than other approaches? The statement will be responded to by those involved in the evaluation.
a) Checking is a test for internal inconsistencies or errors in a product.
Example: students test whether conclusions follow or match. Does the material presented contain conflicting parts. The terms used are testing, detecting, monitoring, and coordinating.
In the aspect of assessment students are asked to read the reports provided and determine whether the conclusions are suitable or not.
b) Critiquing involves assessing the product based on externally applicable criteria and standards. In criticizing, a student notes the positive and negative features of a product and makes an assessment based on these features. Criticism lies in critical thinking. An example of criticism is assessing the benefits of certain solutions to certain problems.
The term used in critiquing is assessment. In the aspect of assessment students assess the benefits of a product or operation based on criteria and standards determined by students.
3) Create
Create is the unification of elements to make the whole coherent and functional. Objectives are classified as create so that students create new products by rearranging some elements or parts into patterns or structures that did not exist before. The process involved in making is generally coordinated with previous student learning experiences.
Although create is included in students' creative thinking, but it is not entirely free creative that is not limited by the demands of the task or learning situation.
Create has purpose that lead to unique production and refers to goals that demand that student production can be done. If nothing else, in meeting these goals, many students will create or produce their own materials such as writing, painting, sculpting, building, and others.
Although many goals in the create category emphasize originality (or uniqueness), the writer must define what is original or unique. It is important to know that many objects in create do not rely on originality or uniqueness.
Additionally, although the process of understanding, implementing and analyzing might involve detecting the relationships
between the elements presented, create is different because it involves the original product. Students must utilize elements from many sources to bring them together. In creating deep understanding that goes beyond basic understanding can require cognitive processes. Cognitive processes can be divided into three phases: problem representation (understanding the problem and producing a solution), planning a solution (checking and compiling a plan), and executing the execution (successfully implementing the plan). So, to be associated with three cognitive processes, namely: generating, planning, and producing.
a) Generating involves representing a problem until an alternative or hypothesis that meets certain criteria. On the other hand understanding also requires generative processes such as summarizing, concluding, clarifying, comparing, and explaining.
However, the purpose of understanding is most convergent (to arrive at one meaning). On the other hand, the goal of producing results is different, reaching various possibilities. The term used for generating is hypothesis.
In the aspect of assessment ask students to write as many hypotheses as possible to explain a problem. Assessing also involves responses built by students to produce alternatives or hypotheses.
b) Planning involves designing a solution method that meets the criteria of the problem, namely developing a plan to solve the problem. In planning a student can make sub objectives into several subtasks that
must be done when solving problems. The term used in planning is designing.
In the aspect of assessment ask students to develop solutions that work, describe the solution plan or choose a solution plan for a given problem.
c) Producing involves implementing a plan to solve a given problem.
The purpose in the create category is originality or uniqueness as one of the specifics. The term used planning is constructing.
In the aspect of assessment a student is given a functional description of a goal and must create a product that meets the description. This involves implementing a solution plan for the given problem. The goal is to make new and useful products that meet certain requirements.
In summary, HOTS is one aspect of learning that functions for problem solving. There are three categories, the first analyze which have three parts, namely differentiating, organizing and attributing. The second is evaluate which consists of checking and critiquing. The last one to create is generating, planning and producing and also at each level has different instructions in HOTS.
2. The Nature of Textbook
a. The Definition of Textbook
Textbook is important media which is used in learning. It has a standard to support the particular field of study. It helps students in
learning and process in the classroom. Based on the decree of ministry of education no 8 of 2016 article 1 Textbooks are very important media and main learning resources used by teachers to achieve basic competencies and core competencies and have been declared feasible.24
Textbooks have an important role in the teaching. According to Powell and Anderson in Sabrin Farooqi, textbooks have an important role for teachers to plan learning process in the classroom. It is supported by Hutchinson and Torres that the textbook was very important to be used because it introduce the framework gradually and as an introduction to new ideas and the development of learning material.25 It can help students and teachers in activities carried out in class. According to Garinger at Mohammad Muhadi, the material in the textbook can help teachers provide instruction to students and a framework for building students.26 Thus the role of textbooks is very important to be used in the classroom and the main source in teaching and learning process.
In addition, textbook is the main source of learning. According to Chambliss and Calfee in Khalid Mahmood, textbooks are the main source of learning because textbooks provide facts and knowledge to
24 UU No. 8 of 2016 concerning books used by educational units.
25 Sabrin Farooqui, Teachers’ Perceptions of textbook and Teacher’s Guide,Vol.5 No.4,2008,p.195.Retrived
http://AsiaTEFL_V5_N4_Winter_2008_Teachers_Perceptions_of_Textbook_and_Teachers_Gui de_A_Study_in_Secondary_Education_in_Bangladesh.pdf Access on Mey 2th 2019.
26 Mohammad Muhamadia, Textbook Evaluation: ACase Study, Elvesier: Iran ,2014,p.1149
students. Not only that, the textbook also guides students in activities in the classroom. According to Freeman and Porter in Khalid Mahmood, textbook describes the activities to be carried out and things not learned in the classroom.27
From the previous paragraph, we can get information that textbook is the media and the main source used in the learning process that helps the teacher to provide material and instruction to students in the classroom. English textbook is a textbook that provides the same learning as other textbooks whose differences are only the language and material taught. It is a guide for teachers to activities in the classroom.
b. Characteristics of Good Textbook
A textbook that can be used properly must have a standard. A good textbook should have a certain criteria. The decree of ministry of education and culture of Indonesia stated No 8 of 2016 article 2 paragraph (3) describe the criteria of a good textbook:28
1) Cover of textbook a. Front of cover
The front cover there is an assessment and determination from the decree of Ministry of Education and Culture Indonesia. In front cover there are book titles, book subtitles (if any) and book designations. It
27 Khalid Mahmood,Comformity to Quality Characteristics of Textbooks: The Illusion of Textbook Evaluation in Pakistan,Vol.5 No.22,December 2011,P.170, Retrived from
https://www.researchgate.net/publication/265241816_Conformity_to... Access on April 8th 2019.
28 UU No. 8 of 2016.Op.cit
also has the type of letters used in writing the book must be the same as the letter writing the contents of the book. Writing on the title of the book must be dominant, contrasting, and interesting. Front cover consists of:
1. Book title
In textbooks, the title of the textbook must be adjusted to the name of the subject and the structure of the curriculum. The textbooks intended for teachers were added to the title of the textbook "books for teachers" precisely above the main title.
2. Subtitle
The subtitle of the textbook is a further explanation of the title of the textbook, which includes the identity of the textbook and the identity of the subject in the textbook, the subtitle is not required to exist.
3. Book designation
The designation is written on the front cover of the textbook with the copyright page of the textbook. Textbook allocation is in accordance with the level of education along with the class identity.
Class identity uses roman letters. If needed the textbook will be presented in two semesters.
4. Publisher's identity
Publisher's identity is the name of the textbook publisher. it is written close to the publisher's logo and printed textbook.
5. Illustration
Textbook illustrations are written on the front cover. Textbook illustrations reflect the contents of the textbook.
c. The cover of back
It mean, the back of a textbook that contains several things:
1. Brief introduction to the contents of the textbook
2. Decree ministry of education and culture about the feasibility of textbook.
3. There is an ISBN (international standard book Number).
4. Publisher's identity along with the publisher's address clearly written.
5. The existence of HET (Highest Retail Price) specifically textbook lessons.
From the whole thing above, it is adjusted to the text content pattern.
d. Side of Textbook
That is the first publisher's identity along with the publisher's logo, the second author's name, the third text book title and the subtitle, the last text book designation.
2) The first section.
In this section only describes the title of the textbook.
a. Title of page
Describe the title of the book, subtitle, author's name and publisher's logo.
b. Page of publisher (copyright page)
The page publisher is located on an even page. There are several things that must be considered as:
1. Information about the copyright of the book 2. KDT (catalog in issue)
Explain the text in a box containing an ISBN made by the National Library of the Republic of Indonesia.
3. Community input about the textbook used, to improve the quality of the textbook.
c. Page of preface
In the learning textbook page is located on the right of the textbook, it contains about the purpose of writing a book, the learning process, and expectations of the publication of a textbook. At the end of the page there is an explanation of the place and time and the name of the author of the book.
a. Table of contents
It contains all the textbook pages. It usually starts from the first part to the last part of the textbook.
b. Image list of page (if any)
The list of images contains the number in the image presented in the textbook.
c. Table list of page (if any)
Contains table numbers, table descriptions and pages then the table is displayed.
d. Numbering of page
First, the number of learning textbook at the beginning uses small Roman letters. Second, the publisher's page and there is no pages but still count. Writing pages starts from the introduction until the last page. Finally, numbering the contents of the textbook to the end uses Arabic letters, this numbering will continue to connect, because it is interrelated with each other.
3) Content section
This section discusses the topics related to the title of textbook. To analyze the HOTS (Higher Order Thinking Skills) in textbook, the researcher focused on the content section and instruction in textbook, the many content of HOTS in textbook, the greater the chance for HOTS to be trained and taught to students.29 The material presented to increase students' knowledge, skills and positive attitudes. There are several things that must be considered, namely:
a. Material aspects
29 Pratama, Urgency of Higher Order Thinking Skills (HOTS) Content Analysis, J.
Phys.: Conf. Ser. 1097 012147,p.7 Retrival from
https://www.researchgate.net/publication/328235172_Urgency_of_Higher_Order_Thinking...
Access on July 1th 2019
Material aspects are aspects to be able to maintain the truth and accuracy of the material delivered in accordance with data and concepts and can achieve learning objectives in education. This can create student independence for innovation, motivation and develop themselves. That is to require students to think critically, think creatively and be able to solve their own problems in learning according to the material in the textbook. It is material that encourages students to improve critical thinking and creative thinking in developing and creating new things, in accordance to demands of current curriculum.
b. Linguistic aspects
The language used must be accordance with spelling, sentences, correct paragraphs and also the language must be communicative and informative. So, that is easily understood by the reader. The title of the textbook or part of the textbook must be in harmony, interesting and not provocative.
c. Aspects of material presentation
The material presented is interesting, coherent and easy to be understood so that the meaning to be conveyed can be maintained properly. In the material section there is the use of illustrations so as to clarify the material does not contain pornography, radicals, violence and does not contain other elements of deviation.
d. Graphic aspects
Discussing the size of the book according to the age level, unity, clarifying the function of the text book, the use of letters according to the age level, the illustrations used are able to clarify the message conveyed.
In conclusion, based on the above description, the criteria for a good textbook section are textbooks that are in the line with demands of the 2013 curriculum relating to HOTS (Higher Order Thinking Skills). It consists of analyzing, evaluating and creating. Aspects of the material presented support students' independence and require students to improve their thinking skills in the learning process.
B. Review of Relevant Studies
There are several researcher who have discussed the Higher Order Thinking Skills related to learning and evaluation. The first research from Rajendran Nagappan, the student of Sultan Idris Education University, the title is
"The teaching of Higher Order Thinking Skills in Malaysia" in this study the researcher used a survey questionnaire. It was help teachers innovation in learning. Researcher focused on teaching using Higher Order Thinking Skills (HOTS) for students in the class. The teacher also formulated curriculum and material to be taught using HOTS. The researcher found that the teacher did not apply HOTS in the learning process in class and there have not new initiatives.
The most common problem is the teacher was not ready to innovate in class. The results of this study are the teachers must be given a lot of information to
understand. It aims to enable teachers to innovate and reform for more advanced education.
The second is the research of Jalmi Harti, the student of IAIN Bukittinggi, the title is “An analysis of students’ ability in answering higher order thinking skills test on English testing in SMAN 1 Bukittinggi” The researcher chose qualitative and quantitative descriptive to get the data. The sampling method was random sampling. The researcher also found that the teacher had carried out several levels of higher order thinking skills to improve the attachment of students' thinking, such as giving assignments to students to applying HOTS skills in questions. Students answer to the question well from the test results. In research the teacher helps students to think critically and think creatively in the classroom. So, research in SMAN 1 Bukittinggi is the teacher has applied HOTS in the evaluation provided and students are required to think critically and think creatively.
The researcher is interested in formulating the thesis under the title “An Analysis of Higher Order Thinking Skills (HOTS) Used In English Textbook For SMKN 2 Bukittinggi of Ten Grade (X)”. This thesis is different from the other mention above. This research is going to analyze the Higher Order Thinking Skills in English textbook at SMKN 2 of Bukittinggi, specially ten grade (X) tourism.
C. The conceptual Framework
Conceptual Framework below is a Framework of the theory problems that are taken by the researcher. This conceptual framework can be created as follows:
English Textbook
Higher Order Thinking Skills The good a textbook based on
2013 curriculum
Item require Higher Order Thinking Skills.
1. Analyzing 2. Evaluation 3. Creating No 8 of 2016 article 2 paragraph (3):
Content section
a. Material aspects b. Linguistic aspects c. Aspects of material
presentation d. Graphic aspects
What kind of HOTS containedin instructions of English textbook of ten grade at SMKN 2 Bukittinggi?
Analysis
The Explanation:
Based on the conceptual framework above, the researcher chooses the English textbook as the object of the research. This research is adapted to the used of HOTS in the learning process is demands of the 2013 curriculum. The researcher wanted to know what kind of HOTS contained in the instruction of the English textbook was used at SMKN 2 Bukittinggi.
CHAPTER III
RESEARCH METHOD A. Design of the Research
In conducting the research, the researcher used descriptive qualitative research. According to McDonald qualitative research methods are research methods that provide specific results and new ideas that are carried out through interviews, observation and data analysis.30 In additional, Matring stated that qualitative analysis is one technique that is used to analyze text in depth related to the material presented.31
Moreover, based on Sugiono’s point of view, qualitative research is naturalistic research because this research is done in natural condition. The focus conducted by qualitative research is obtained after making observations where researcher would find a general description of the research.32 It means that in qualitative research, the researcher did not give treatment in the object of the research. It can be concluded that a qualitative research based on the natural condition that be found by the researcher in the field.
Qualitative research has three type that are field research, library research, and labor research. In conducting the research, the researcher use library research. Sari started library research is a research conducted in the
30 Stuard Mc Donald, IResearch Methods Handbook,CLEL,p.35
31 Emzir, Metode Penelitian kualitatif Analisis Data,Raja Wali Pers: Jakarta,p. 283
32 Sugiono, Metode Penelitian Kuantitatif,Kualitatif dan R&D,Alfabeta,Bandung November 2018,p.209
library which means the researcher only discusses the content of the book.33 Another statement is by Mardalis, library research aims to collect data and information with the help of various material contained in the library, such as documents, notes, books, magazines and historical stories and others. Basically the data obtained with the library research can be used as the grounding base and the main tool for the implementation of failed research. This research is also said to be a study that discusses secondary data.34 In addition, library research is research methods that use theories that take from literature books that support and appropriate with the title.
B. Source of the Data
The source of research data was written materials. In this library research, source of the data consists of primary data sources and secondary data sources. In this research, researcher used primary data sources. According to Teguh the primary data is data obtained from the main source of the data.35 Primary data is called raw data or original data. Additional Kathari stated that method used to collect primary data is the interview method, questionnaire method, analysis method and observation method.36
The source of the data was also obtained in the textbook used in the tenth grade the second semester of senior high school. The identity of textbook in below:
33 Rahmahidayati Sari, Metodologi Penelitian, Bukittinggi: Suci percetakan, 2018,p.5
34 Mardalis,metode penelitian:suatu pendekatan proposal,Jakarta: PT.Bumi Aksara,2014,p.28
35 Muhammad Teguh, Metode Penelitian Ekonomi, PT. Raja Grafindo:Jakarta,p.112
36 C.R.Kothari,Method and Techiques ,New Age International Publishers:
India,2004,p.112
Book title Bahasa Inggris
Publisher Ministry of Education and Culture of Indonesia Years of publication 2017
Script distributor Utami Widiati, Zuhriati Rohmah, and Furaidah.
Editor Raden Safrina and Helena I.R Agustien.
Page 220 pages
Chapter 15 chapters
ISBN 978-602-427-106-0 (complete volume)
978-602-427-107-7 ( 1 volume)
Edition Third Edition
Table 3.1 Table of the textbook identity.
C. Technique of the Data Collection
The data in this research collected through documentation. Documentation was a technique of data collection by using document. According Gottschalk in Gunawan documentation is any evidentiary process based on any kind of source, whether written, oral or archeological.37 In addition, Arikunto defined documentation as search the data about circumstances or variable which is like notes, transcripts, books, newspaper, magazine, meeting notes, diaries, and so on.38
37 Imam Gunawan, Metode penelitian kualitatif,Teori and Prakttik: Jakarta:Bumi Aksara,2013,p.175
38 Suharsimi Arikunto, Prosedur penelitian suatu pendekatan praktek,Jakarta:
PT.Bineka Cipta,2010,p.320
The researcher has used documentation to answer the research question.
Those are:
What kind of HOTS contained in instruction of English textbook was used at SMKN 2 Bukittinggi.
In order to know kind of HOTS contained in instructions of English textbook, researcher use data card. The complete data card can be seen as follows:
Table 3.2:data card of techniques of data collection
Chapter
TOPIC K D
Social Function
Activity HOTS in Instruction
Analyze Evaluate Create
differen tiatingOrganiz ingAttribut ing checkin g Critiqui nggenerati ngplanning Producing
1
2
D. Technique of Data Analysis
Data analysis is the process in organizing and arranging the data into category and the basic explanation in order to get result of the data were gathered by using documentation. The researcher had gotten the real and should be analyzed. The researcher analyzed the data related to the descriptive qualitative after gathering data through data collection. According to Given,, there are several steps to analyzing the data39, they are:
39 Lisa M.Given,The sage Ensyclopedia of Qualitative Reseach Method, (California:
Sage Publication Inc.,2008),p. 186
