Analysis of High Order Thinking Skill of Students in Contextual Problems Solving. Issue 1 (January 2021)

• Record Type: Journal Article
• Authors: Arnellis, ; Fauzan, A; Arnawa, I M; Yerizon,
• Is Part Of: Journal of physics. Volume 1742:Issue 1(2021)
• Publication Date: 2021-01
• Subjects: Physics -- Congresses; 530.5
• DOI: 10.1088/1742-6596/1742/1/012021
• Languages: English
• ISSNs: 1742-6588

Abstract

Abstract: This study aims to analyze the high-order thinking skills of students in solving contextual problems in calculus lectures. Currently, students are required to be more creative in solving calculus problems that lead to High Order Thinking Skill (HOTS) thinking, where students apply the knowledge and skills that have been developed during lectures in a new context. This type of research is qualitative, with a descriptive presentation method and a case study approach. The subjects in this study were six students of the January-June 2020/2021 semester mathematics education study program who were selected based on their level of ability to solve contextual questions. The data collection techniques used in this study were observation and written tests presented in contextual problems. Based on the research results, it can be concluded that student HOTS is determined by the student's ability to solve contextual questions, the higher the student's ability to solve contextual questions, the more HOTS indicators are achieved. HOTS students with high abilities are able to meet indicators of analyzing, evaluating, and creating. HOTS students with moderate ability are able to meet the indicators of analyzing and evaluating. HOTS students with low ability are able to only meet the analyzing indicators, The results showed that there were differences in HOT problem solving among students with high, medium and low abilities.