PENELITIAN THESIS MAGISTER

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Isian Substansi Proposal

PENELITIAN THESIS MAGISTER

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JUDUL

Navigating Challenges: Strategies and Challenges in Integrating Higher-Order Thinking Skills into English Language Teaching in Indonesia

RINGKASAN

English education is crucial in developing Higher-Order Thinking Skills (HOTS) among students. It encompasses critical, rational, creative, metacognitive, and reflective thinking abilities (1). It is recognized that developing critical thinking skills is very important for English language learners. It is as crucial as language proficiency for overall cognitive and linguistic advancement (2). The global emphasis on performance standards underscores the importance of HOTS. It promotes critical thinking and problem-solving within complex and uncertain contexts (3–5). Moreover, students’ capacity to connect prior knowledge with new information fosters higher-level thinking skills. It is indispensable for problem-solving and creative production (6).

Teachers’ role in creating conducive learning environments is central to enhancing HOTS. Teaching strategies that foster HOTS demand substantial time, effort, planning, and resources from instructors, necessitating contextual reinforcement and conceptual analysis (7,8). Students are encouraged to analyze, interpret, reason, synthesize, evaluate, and create through strategic teaching methods. Teachers play a critical role in stimulating students’

higher-order thinking. Employing creative questioning techniques prompts critical and high- level cognitive engagement (1).

The need to investigate the strategies employed by teachers to enhance students’ HOTS is evident. A comprehensive understanding of these pedagogical practices holds significant implications for curriculum development, teacher training, and the refinement of teaching methodologies. The target output of this research is one publication in a SINTA-accredited journal (S2).

KATA KUNCI

ELT; Higher-Order Thinking Skills (HOTS); teacher role; teachers’ strategies PENDAHULUAN

A. Background and Research Problems

HOTS, or Higher-Order Thinking Skills, has emerged as a significant aspect of education in Indonesia, impacting fields such as education, science, and technology (9,10). It emphasizes critical thinking in problem-solving, which is essential for navigating the challenges of globalization and information abundance (11–13).

In ELT, HOTS fosters students’ critical, creative, and reflective thinking abilities (1) These skills are as important as language proficiency for students' overall cognitive and linguistic development (2). Globally, there is a push for performance standards that emphasize critical thinking and problem-solving in diverse contexts (3–5). Effective teaching strategies are vital for nurturing HOTS, requiring careful planning, resource allocation, and teacher training (7,8). Teachers play a central role in stimulating higher-order thinking through creative questioning techniques and strategic methods that encourage critical engagement (1).

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However, the full implementation of HOTS in English Language Teaching (ELT) in Indonesia is yet to be realized. Various factors contribute to this, including non-optimal class sizes (14) and resistance towards technologically advanced forms of education, proven to enhance HOTS development (5). A significant factor is the insufficient capacity of teachers to understand, assess, and teach HOTS (10,15). Addressing this issue may require further education and training for teachers (10), considering the diversity among educators (16).

This background underscores the importance of investigating teachers' strategies for enhancing students’ HOTS within the ELT context. Understanding these pedagogical practices holds implications for curriculum development, teacher training, and the refinement of teaching methodologies. Additionally, it addresses the challenges teachers face in promoting higher-order thinking in English language instruction.

The research problem is formulated to be:

What are the various strategies employed by English teachers to enhance students’ higher order thinking skills (HOTS)?

What are the challenges for teachers in implementation strategies to enhance students’

higher-order thinking skills HOTS?

B. Problem Solving Strategy

The comprehensive integration of Higher-Order Thinking Skills (HOTS) within Indonesia's English Language Teaching (ELT) framework remains an ongoing challenge.

This predicament is multifaceted, stemming from a variety of factors. Notably, suboptimal class sizes (14) and a reluctance to embrace technologically advanced educational paradigms, which have demonstrated efficacy in fostering HOTS development (5), are significant contributors to this issue. Moreover, a prominent impediment lies in the insufficient pedagogical capacity of educators to comprehend, evaluate, and impart HOTS effectively (10,15). Consequently, ameliorating this challenge may necessitate a concerted effort towards enhancing educators' professional development and training initiatives (10), bearing in mind the diversity inherent within the teaching cohort (16).

To address this complex issue, researchers intend to employ a multifaceted approach.

Specifically, the utilization of methodologies such as questionnaires, interviews, and surveys will be instrumental in elucidating the challenges encountered by educators and discerning the strategies employed to mitigate these challenges. Through a rigorous examination of these factors, researchers seek to offer insights into potential avenues for bolstering the integration of HOTS within ELT practices in Indonesia.

C. State of The Art dan Kebaruan

State of The Art in this research lies in its focus on the teachers’ perspective and challenges in implementing HOTS regardless the available sources. The integration of Higher-Order Thinking Skills (HOTS) into English Language Teaching (ELT) practices in Indonesia presents multifaceted challenges, including suboptimal class sizes, reluctance towards advanced educational methods, and a lack of pedagogical capacity among educators.

Addressing these challenges necessitates focused efforts on teacher training and professional development to equip educators with the knowledge and skills to effectively teach and assess HOTS. Current research in this area emphasizes understanding the strategies employed by English teachers to enhance students’ HOTS and the challenges they face in implementation.

Through methodologies such as questionnaires, interviews, and surveys, researchers aim to gather insights from educators and contribute to the refinement of ELT practices. Insights gained from this research have implications for curriculum development, teacher training programs, and the overall enhancement of English language instruction to foster higher-order thinking skills among students in Indonesia and beyond.

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Peneliti Method Kebaruan (Saido et al., 2017) ^Investigated the strategies used by

secondary science teachers to teach higher-order thinking skills, focusing on the association between these strategies and variables such as gender and years of experience.

The method used a cross-sectional study design, using a survey questionnaire from seventh-grade science teachers

 Investigates the strategies and the challenges to enhance students' Higher Order Thinking Skills (HOTS).

 The method used qualitative approach with a case study design, using document analysis and semi-structured interview.

(Abkary & Purnawarman, 2020)

Investigated EFL teachers in Indonesia assess students' Higher Order Thinking Skills (HOTS) to understand their strategies and challenges in assessing HOTS.

The method used qualitative research design with a descriptive study, using questionnaire and semi-structured interviews

(Aziz Ahmad et al., 2017) ^Investigated the implementation of higher order thinking skills (HOTS) in Malaysian L2 classrooms.

The methodology involved the selection of 140 English language teachers from 48 regular government-funded secondary schools in Johor, Malaysia, using snowball sampling. Using questionnaires, audio-recorded L2 lessons, and semi-structured interviews.

Gambar 1. State of the art dan kebaruan penelitian D. Research’s Roadmap

Tahun 2024-2025

Gambar 2. Roadmap Penelitian

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METODE

Metode atau cara untuk mencapai tujuan yang telah ditetapkan ditulis tidak melebihi 1000 kata. Bagian ini dapat dilengkapi dengan diagram alir penelitian yang menggambarkan apa yang sudah dilaksanakan dan yang akan dikerjakan selama waktu yang diusulkan. Format diagram alir dapat berupa file JPG/PNG. Metode penelitian harus dibuat secara utuh dengan penahapan yang jelas, mulai dari awal bagaimana proses dan luarannya, dan indikator capaian yang ditargetkan yang tercermin dalam Rencana Anggaran Biaya (RAB).

1. In this study researchers will be conducted by using a qualitative approach with case study which is descriptive. Qualitative research is research that uses a natural setting, with the intention of interpreting phenomena that occur and are carried out by involving various existing methods. The qualitative approach is an important one to understand a social phenomenon and the individual perspective studied (17). Qualitative approach is also the research procedure that produces descriptive data in the form of written words or verbal from the behavior of the people observed (18).

According to Arikunto, case study is an intensive, detailed and in-depth approach to certain symptoms (19). Case study is research on a research subject pertaining to a specific or characteristic phase of the whole personality. Research subjects can be individuals, groups, institutions or society. The Objective of case study is to provide a detailed description of the background, the characteristics and characteristics that are typical of the case, or the status of an individual, which then from the characteristics above will be made into a thing of a general nature.

Related to the previous explanations, the researchers will use a qualitative approach with case study. Qualitative research approach that is ideal for exploring complex phenomena within a specific context. The context in this case is teachers’ strategies to enhance students’ higher order thinking skills, and the case study approach will enable a detailed analysis of the phenomenon within this context.

2. Research Instrument, It is crucial to define the research instrument in this study. In addition, according to Arikunto in order to facilitate the researchers, a research instrument is chosen as an assisting tool to collect the data (19). In this study, the researchers use documentation and interviews to collect the data.

a. Documentation, according to Arikunto in documentation is looking for data about things or variations in the form of notes, transcripts, books, newspapers, news magazines, magazines, inscriptions, minutes, report cards, leger and so on.

Documents needed in qualitative research are documents that are relevant to the research focus and are needed to complete the data. Documentation is one method of collecting qualitative data by viewing or analyzing documents made by the subject himself or by others about the subject.

The study will use document analysis to analyze teaching materials, lesson plans, and student work to understand how HOTS are integrated and assessed.

b. Interview, Interviewing involves asking questions and getting answers from participants in order to collect the data. Creswell stated that an interview is a period when researchers ask one or more participants, asking questions and recording their answers (20). The researcher implemented interviews as the instruments in order to support the document analysis. classifies interview into three types:

1) Unstructured interview is a conversational type of interview in which the questions arise from the situation.

2) Structured interview is a well present interview that is scheduled for the specific purpose of getting certain information from the subjects.

3) Semi-structured interview is the area where questions are prepared but the

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interviewer may add several questions that have not been prepared yet freely during the interview process.

In this study, the researcher will apply semi-structured interviews. Semi- structured interviews can be used to collect data on the strategies, practices, and challenges in teaching HOTS. The interview guide will include open-ended questions to allow for in-depth responses.

3. Technique of data collection in this session, the researcher collects information through documentation and semi structured interviews.

a. Semi-Structured Interviews

1) Schedule interviews with participating teachers at mutually convenient times.

2) Develop an interview guide consisting of open-ended questions focusing on teachers’ strategies, experiences, challenges, and reflections related to enhancing students’ higher-order thinking skills.

3) Conduct semi-structured interviews individually with each teacher, allowing ample time for in-depth exploration of their practices and perspectives.

4) Use probing questions to elicit detailed responses and encourage teachers to provide examples from their classroom experiences.

b. Document Analysis

1) Request relevant documents from participating teachers, such as lesson plans, curriculum guides, instructional materials, and student assessments.

2) Develop a coding framework based on key themes and concepts relevant to the study, such as types of strategies employed, alignment with learning objectives, and evidence of student engagement in higher-order thinking tasks.

3) Systematically analyze the documents using the coding framework to identify patterns, trends, and variations in teachers' instructional practices.

4) Take detailed notes and document findings from the analysis process to inform subsequent data interpretation.

Tahun 2023 Kebaharuan

Importance of HOTS in Education Challenges in ELT Implementation

Need for Teacher Training and Development Luaran

Jurnal S2/

Jurnal Scopus

Gambar 3. Rencana Tahapan Penelitian JADWAL PENELITIAN

Jadwal penelitian disusun berdasarkan pelaksanaan penelitian, harap disesuaikan berdasarkan lama tahun pelaksanaan penelitian

Tahun 2024-2025

No Nama Kegiatan Bulan

1 2 3 4 5 6 7 8 9 10 11 12

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1 Studi literature, Pengembangan instrumen

2 Pengambilan data penelitian ^✔

3 Bimbingan penulisan

4 Finalisasi penulisan ^`

5 Publikasi SINTA 2 DAFTAR PUSTAKA

Sitasi disusun dan ditulis berdasarkan sistem nomor sesuai dengan urutan pengutipan, mengikuti format Vancouver. Hanya pustaka yang disitasi pada usulan penelitian yang dicantumkan dalam Daftar Pustaka.

1.

Syafryadin, Harahap A, Haryani, Astrid A. Boosting Classroom Interaction Based on Higher Order Thinking Skills (HOTS) in English Learning for Beginners. Int J Lang Educ.

2021;5(1):477–89.

2.

Mukhamedov AH, Durdona A. APPROACHES TO TEACHING CRITICAL THINKING TO ENGLISH LANGUAGE LEARNERS. PEDAGOG. 2023 Jun 14;6(6):21–30.

3.

Hwang GJ, Lai CL. Facilitating and Bridging Out-Of-Class and In-Class Learning: An Interactive E-Book-Based Flipped Learning Approach for Math Courses. J Educ Technol Soc. 2017;20(1):184–97.

4.

Vidergor HE. Effectiveness of the multidimensional curriculum model in developing higher order thinking skills in elementary and secondary students. Curric J. 2018 ‐ Mar;29(1):95–115.

5.

Wu TT, Silitonga LM, Murti AT. Enhancing English writing and higher-order thinking skills through computational thinking. Comput Educ. 2024 May;213:105012.

6.

Silalahi DE, Sihombing PSR, Herman H, Purba L. HIGH ORDER THINKING SKILL (HOTS) QUESTIONS ON LEARNERS’ WRITING ABILITY OF REPORT TEXT AT EFL OF FKIP UNIVERSITAS HKBP NOMMENSEN. J Din Pendidik. 2021 Jul

30;14(2):17–32.

7.

Dungsungnoen AP. Student’s Perceived Level and Teachers’ Teaching Strategies of Higher Order Thinking Skills; A Study on Higher Educational Institutions in Thailand. J Educ Pract. 2016;

8.

Aziz AA, Ismail F, Ibrahim NM, Samat NA. Investigating the Implementation of Higher Order Thinking Skills in Malaysian Classrooms: Insights from L2 Teaching Practices.

Sains Humanika [Internet]. 2017 Nov 30 [cited 2024 Feb 27];9(4–2). Available from:

https://sainshumanika.utm.my/index.php/sainshumanika/article/view/1361 9.

Mitani H. Test Score Gaps in Higher Order Thinking Skills: Exploring Instructional Practices to Improve the Skills and Narrow the Gaps. AERA Open. 2021

Jan;7:233285842110164.

10.

Pratiwi NPW, Dewi NLPES, Paramartha AAGY. The Reflection of HOTS in EFL Teachers’ Summative Assessment. J Educ Res Eval. 2019 Nov 13;3(3):127.

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Roets L, Maritz J. Facilitating the development of higher-order thinking skills (HOTS) of novice nursing postgraduates in Africa. Nurse Educ Today. 2017 Feb;49:51–6.

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Setyarini S, Muslim AB, Rukmini D, Yuliasri I, Mujianto Y. Thinking critically while storytelling: Improving children’s HOTS and English oral competence. Indones J Appl Linguist [Internet]. 2018 May 31 [cited 2024 Feb 26];8(1). Available from:

http://ejournal.upi.edu/index.php/IJAL/article/view/11480 13.

Zohar A, Cohen A. Large scale implementation of higher order thinking (HOT) in civic education: The interplay of policy, politics, pedagogical leadership and detailed

pedagogical planning. Think Ski Creat. 2016 Sep;21:85–96.

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Nguyễn TMT, Nguyễn TTL. Influence of explicit higher-order thinking skills instruction on students’ learning of linguistics. Think Ski Creat. 2017 Dec;26:113–27.

15.

Abkary NS, Purnawarman P. Indonesian EFL Teachers’ Challenges in Assessing

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Students’ Higher-Order Thinking Skills (HOTS): In: Proceedings of the 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020) [Internet].

Bandung, Indonesia: Atlantis Press; 2020 [cited 2024 Feb 26]. Available from:

https://www.atlantis-press.com/article/125949373 16.

Soeharto S, Subasi Singh S, Afriyanti F. Associations between attitudes toward inclusive education and teaching for creativity for Indonesian pre-service teachers. Think Ski Creat.

2024 Mar;51:101469.

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Deepublish; 2018. 77 p.

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Moleong LJ. Metodologi penelitian kualitatif. Remadja Karya; 1989. 253 p.

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Arikunto S, Supardi, Suhardjono. Penelitian Tindakan Kelas: Edisi Revisi. Bumi Aksara;

2021. 271 p.

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Creswell JW. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE; 2013. 305 p.