Analysis of students' ability in completing HOTS-based Basic Physics questions

Abstract

This study aims to determine students' higher order thinking skills in solving HOTS-based Basic Physics questions. The research method used is descriptive method with a quantitative approach. The research subjects were 23 students of the second semester of the Physics Education Study Program. The data collection technique used was a test by giving questions consisting of three questions covering questions to analyse, evaluate and create. Based on the results of data analysis, it is known that students' high-order thinking skills in solving HOTS-based Basic Physics questions are in the poor category with the following details: The percentage of students who have high-order thinking skills is very good category is 15%, good category is 10%, category 25% enough, 35% less category and 15% very poor category. The inference from these results is that in the evaluation of the Basic Physics subject, it is necessary to add more high-level standard questions.