Implementation of mathematics Higher Order Thinking Skills (HOTS): Is it realistic?

Abstract

This study was carried out to investigate the implementation level of Higher Order Thinking Skills (HOTS) in the teaching and facilitating (T&F) of Mathematics by secondary schools Mathematics teachers. This study also examines the relationship between teaching experiences, attendance of HOTS courses, knowledge, and skills with the practice of HOTS as well as factors that influence teacher's practice of Mathematics HOTS. Quantitative and survey-based studies were conducted on 110 Mathematics teacher randomly selected from 21 secondary schools in Kerian, Perak. Descriptive, Pearson correlation, Spearman Correlation, and multiple regression were used to analysed data. Overall, the HOTS implementation of Mathematics teachers in T&F Mathematics is very satisfied. Positive relationships were observed between attandence of HOTS courses, knowledge and skill towards teacher's practice. Based on regression model, knowledge and skills are factors influencing the mathematics teachers's HOTS current practice. The findings show that the implementation of HOTS for secondary school Mathematics teachers in Kerian can be used in designing the provision of support and professional courses related to HOTS pedagogy. Continous exposure would encourage Mathematics teachers in continuing implementing HOTS during their Mathematics T&F process in tandum with the Mathematics Curriculum and National Education Philosophy which is necessary so that the assumption of the burden on the implementation of HOTS turns into a creative and interesting T&F leading to Education 4.0.