Profil Keterampilan Berpikir Tingkat Tinggi (HOTS) Siswa Pada Pembelajaran Biologi

Abstract

This study aims to describe the profile of students' Higher Order Thinking Skills (HOTS) in Biology learning. HOTS is an important cognitive ability that includes the skills of analyzing, evaluating, and creating, which are needed to face the challenges of 21st-century learning. This study uses a quantitative descriptive approach without providing specific treatments, thus focusing on mapping the actual condition of students' HOTS abilities as they exist in the classroom. The research subjects were students who had taken Biology learning according to the applicable curriculum. Data were collected using a HOTS Biology test instrument that was compiled based on higher-order thinking indicators and had gone through a validation process and reliability testing. Data analysis was carried out descriptively by calculating the scores and percentage of students' HOTS achievements at each cognitive level. The results of the study indicate that, in general, students' HOTS profiles are in the moderate category. The highest achievement was found at the analysis level, while the ability to evaluate and create is still relatively low. This finding indicates that students' higher-order thinking skills have not developed evenly, especially in the aspects of critical and creative thinking. This study emphasizes the importance of mapping students' HOTS profiles as a basis for designing HOTS-oriented biology learning. The results of the study are expected to serve as a reference for teachers in developing more effective learning and assessment strategies to improve students' higher-order thinking skills.