Analysis of 4C-Based HOTS Assessment Module on Critical Thinking Ability

Abstract

This study aims to analysis of 4C-based HOTS assessment module on critical thinking ability of sixth grade elementary school children. This research type is correlationalnon-experimental research with the form of ex post facto. The sampling technique used is the type of cluster random sampling. The data were obtained using a student and teacher response questionnaire. Data analysis using descriptive method. The results showed that 83,2% of students and 80% of teachers gave positive responses to the use of the 4C-based HOTS assessment module. Learning using the4C-based HOTS assessment module is more guiding students to think critically in solving problems.