Online learning: Higher-order thinking skills in elementary school students

Abstract

Online learning that has been running for more than one year brings a significant change to education, especially in the learning process at the elementary school level. Learning systems are done online does not mean changing learning achievements. The improvement of higher-order thinking skills in primary education must still be implemented and measured even though this is still relatively new, especially in online learning systems. Therefore, every school begins to design and implement learning patterns to improve students' higher-order thinking skills (HOTS). The plan to achieve these goals needs to be measured or analyzed for elementary school students' higher-order thinking skills to determine applied online learning. The measurement of HOTS in this study was conducted on students of grade 5 of SDN 9 Bengkayang, which amounted to 23 students. This research uses descriptive quantitative methods with data collection techniques in HOTS-based tests. The data obtained were analyzed and compared with the criteria of grades to categorize the HOTS abilities of 5th-grade students of SDN 9 Bengkayang. The analysis results showed that the 5th graders of SDN 9 Bengkayang who have hots ability with very high levels are 4.35%, high levels: 13.04%, moderate levels: 73.91%, and low levels: 8.70%. Categorizing students' HOTS shows that students' ability to solve problems is at levels C4 and C5. The results indicate that online learning has not improved higher-order thinking skills in students to the maximum.