Student’s Learning Independence Profiles in Solving HOTS Questions Related to Numeracy

Abstract

Learning independence is one factor in learning outcomes. The ability to solve HOTS questions related to numeracy is also a learning outcome. This paper examines the profile of student learning independence in solving HOTS questions related to numeracy. Researchers conducted qualitative research. Researchers took data from student work, observations, and interviews. This study describes three learning independence profiles of students in solving HOTS questions related to numeracy. Low independence learning students tend not to use Polya’s theory in working on the given questions; meanwhile, moderate and high learning independence students tend to use Polya’s idea in solving the given problem.