Higher order thinking skills (HOTs) aspects portrayed in the chemistry national examination questions: Voices of teachers

Abstract

This study investigates Higher Order Thinking Skills (HOTs) aspects represented in the chemistry national examination from teachers' perspectives. We surveyed chemistry teachers to obtain their voices on the aspects of HOTs in chemistry national examination questions and documented the 2010 to 2018 exam questions. The results of this study indicated that (1) 93.3% of the respondents yielded that the chemistry national examination questions have confirmed to the national education standard agency (BSNP), (2) 60% of them believed that these questions have included HOTs aspects, prior to the use of the 2013 curriculum, (3) Most of the respondents then argued that HOTs criteria cover stimulus, contextualization, problem-based questions, analogical thinking, and complexities to be assessed, (4) 62.2% of them finally intended to add more aspects of HOTs in the chemistry national examination questions.