Predicting Teachers' Familiarity on High Order Thinking Skills through Common Keywords in Science Learning: A Preliminary Study

Abstract

This study aims to predict science teachers' familiarity in high order thinking skills (HOTS). There were 44 members of the science teacher community who volunteered to participate in this study. The data were collected using some common keywords in science learning in the form of multiple-choice tests, questioner, and its analyzed descriptively using content analysis. Data analysis results showed that: 1) more than half of the teachers were not familiar with HOTS, although they had often heard the terms, 2) conceptually, less than 50% of teachers were familiar with the type of HOTS, but they were quite familiar with its application in learning, and 3) teachers were quite familiar with terms related HOTS in classroom, but still have difficulty to explain the learning that stimulates the student. Thinking of HOTS it's not sufficient to be just familiar with the term, but it should be applying its sustainably.