Proceedings of the 5th International Conference on Education for All (ICEDUALL 5 2024)

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Evaluating Teachers’ Work in Developing Higher-Order Thinking Skills Instruments for Economics Education in High School: A Case Study

Authors
Dhany Efita Sari1, *, Ameliya Aquilera1, Surya Jatmika1, Suranto Suranto1, Nadia Fauzi Asila2, Brilliani Brilliani2
1Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Surakarta, Indonesia
2Faculty of Economics and Business, Universitas Sebelas Maret Surakarta, Surakarta, Indonesia
*Corresponding author. Email: des576@ums.ac.id
Corresponding Author
Dhany Efita Sari
Available Online 28 March 2025.
DOI
10.2991/978-2-38476-386-3_23How to use a DOI?
Keywords
assessment; higher order thinking skills; high schools; economics education
Abstract

This study assesses teachers’ ability to create Higher Order Thinking Skills (HOTS) questions, which are necessary for evaluating students’ critical thinking abilities. The study uses a case study research methodology to investigate the incorporation of HOTS into end-of-year summative exams in Economics for tenth-grade students at Muhammadiyah High School 1 in Sragen, Indonesia. The methodology consists of a variety of qualitative methods, including interviews, observations, and documentation. Interviews were performed with one economics teacher, one school principal, one vice principal in charge of curriculum, and three students to learn more about the end-of-year assessments, specifically the development of HOTS questions. The findings indicate a predominant emphasis on Lower Order Thinking Skills (LOTS) and Moderate Order Thinking Skills (MOTS). This highlights a significant deficiency in teachers’ HOTS question formulation, warranting guidance. Recommendations include targeted professional development for teachers in crafting HOTS questions and the implementation of mentoring programs. Ongoing support and resources are essential for seamlessly integrating HOTS into end-of-year summative assessments, fostering improved student critical thinking outcomes.

Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 5th International Conference on Education for All (ICEDUALL 5 2024)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
28 March 2025
ISBN
978-2-38476-386-3
ISSN
2352-5398
DOI
10.2991/978-2-38476-386-3_23How to use a DOI?
Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Dhany Efita Sari
AU  - Ameliya Aquilera
AU  - Surya Jatmika
AU  - Suranto Suranto
AU  - Nadia Fauzi Asila
AU  - Brilliani Brilliani
PY  - 2025
DA  - 2025/03/28
TI  - Evaluating Teachers’ Work in Developing Higher-Order Thinking Skills Instruments for Economics Education in High School: A Case Study
BT  - Proceedings of the 5th International Conference on Education for All (ICEDUALL 5 2024)
PB  - Atlantis Press
SP  - 347
EP  - 363
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-386-3_23
DO  - 10.2991/978-2-38476-386-3_23
ID  - Sari2025
ER  -