Assessing Students' Higher-Order Thinking Skills: Knowledge and Practices of Chemistry Teachers in Vocational Senior Secondary Schools

Authors

  • Elin Driana Graduate School of University of Muhammadiyah Prof. Dr. HAMKA, Jl. Warung Buncit Raya No. 17, Pancoran Jakarta Selatan 12790
  • Ary Susilowati Graduate School of University of Muhammadiyah Prof. Dr. HAMKA, Jl. Warung Buncit Raya No. 17, Pancoran Jakarta Selatan 12790
  • Ernawati Ernawati Graduate School of University of Muhammadiyah Prof. Dr. HAMKA, Jl. Warung Buncit Raya No. 17, Pancoran Jakarta Selatan 12790
  • Abd. Rahman A. Ghani Graduate School of University of Muhammadiyah Prof. Dr. HAMKA, Jl. Warung Buncit Raya No. 17, Pancoran Jakarta Selatan 12790

DOI:

https://doi.org/10.21831/jptk.v27i1.32882

Keywords:

assessment, chemistry education, higher-order thinking skills, teacher's knowledge, vocational school

Abstract

The success of efforts in developing students' higher-order thinking skills (HOTS) to face the complex challenges in the 21st century also depends on how teachers implement classroom assessments. Studies on teachers' knowledge and practices have been conducted at different levels of education. However, studies that involved teachers in vocational senior secondary schools are still limited. Therefore, this qualitative study aimed at exploring chemistry teachers' knowledge of HOTS, their assessment practices, and the barriers encountered. Ten chemistry teachers from three public and six private vocational senior secondary schools in South Jakarta were involved in this study. Data were collected through semi-structured interviews conducted between August and September 2019. The findings revealed that almost all chemistry teachers believed that providing students in vocational senior secondary schools with HOTS was essential. However, knowledge of HOTS among most teachers was still inadequate, contributing to their unpreparedness in assessing the skills. Misunderstanding about higher-order thinking was also revealed, such as associating higher-order thinking with item difficulties. The teachers in this study considered students' factors as barriers in cultivating HOTS in chemistry learning in vocational senior secondary schools, such as lack of motivation, low academic ability, and lack of reading habits. The teachers also mentioned the shortage of facilities as another barrier that inhibited their efforts in fostering HOTS in chemistry learning. Proper teacher professional development programs are needed to increase teachers' understanding of HOTS assessment and help them develop various strategies for fostering HOTS among vocational senior secondary school students.

Author Biographies

Elin Driana, Graduate School of University of Muhammadiyah Prof. Dr. HAMKA, Jl. Warung Buncit Raya No. 17, Pancoran Jakarta Selatan 12790

Elin Driana was born in Bandung on July 13, 1969. She attained a bachelor degree in Mathematics from Bandung Institute of Technology (ITB), a master's degree in Industrial Engineering and Management from Bandung Institute of Technology (ITB), a master's degree in Southeast Asian Studies from Center for International Studies, Ohio University, the United States of America, and a doctorate in Educational Research and Evaluation, Ohio University, the United States of America. She is currently a lecturer at the Department of Educational Research and Evaluation, Graduate School of University of Muhammadiyah Prof. Dr. HAMKA, Jakarta. Her phone number is 081382487722. Her email address is elin.driana@uhamka.ac.id

Ary Susilowati, Graduate School of University of Muhammadiyah Prof. Dr. HAMKA, Jl. Warung Buncit Raya No. 17, Pancoran Jakarta Selatan 12790

Ary Susilowati was born in Jakarta on June 13, 1978. She attained a bachelor's degree in Chemistry Education from the State University of Jakarta (UNJ) in 2002 and a master's degree in Educational Research and Evaluation from the Graduate School of University of Muhammadiyah Prof. Dr. HAMKA, Jakarta. She has been teaching at SMK Negeri 29 Jakarta since 2008. Her email address is arysusilowati@gmail.com

Ernawati Ernawati, Graduate School of University of Muhammadiyah Prof. Dr. HAMKA, Jl. Warung Buncit Raya No. 17, Pancoran Jakarta Selatan 12790

Ernawati was born in Subang on July 19, 1965. She attained a bachelor degree in Biology Education from Teacher Training Institute of Bandung (IKIP Bandung), a master's degree in Educational Research and Evaluation from Teacher Training Institute of  Jakarta (IKIP Jakarta), and a doctorate in Educational Research and Evaluation from State University of Jakarta (UNJ). She is a lecturer at the Department of Educational Research and Evaluation, Graduate School of University of Muhammadiyah Prof. Dr. HAMKA, Jakarta, and currently serves as the Department Chair.  Her phone number is 0811233445. Her email address is ernawati.pep@uhamka.ac.id.

Abd. Rahman A. Ghani, Graduate School of University of Muhammadiyah Prof. Dr. HAMKA, Jl. Warung Buncit Raya No. 17, Pancoran Jakarta Selatan 12790

Abd. Rahman A. Ghani was born in Tangerang on March 10, 1961. He is a professor at the University of Muhammadiyah Prof. Dr. HAMKA. He currently serves as the Vice-Rector of Academic Affairs of the University of Muhammadiyah Prof. Dr. HAMKA. He attained a bachelor's degree in Law from the University of Muhammadiyah Jakarta in 1988, a master's degree in Educational Research and Evaluation from the State University of Yogyakarta in 1999, and a doctorate in Educational Research and Evaluation from the State University of Yogyakarta in 2008.  His phone number is 081286898448. His email address is abdulrahman.ghani@yahoo.co.id

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Published

2021-04-14

How to Cite

Driana, E., Susilowati, A., Ernawati, E., & Ghani, A. R. A. (2021). Assessing Students’ Higher-Order Thinking Skills: Knowledge and Practices of Chemistry Teachers in Vocational Senior Secondary Schools. Jurnal Pendidikan Teknologi Dan Kejuruan, 27(1), 37–47. https://doi.org/10.21831/jptk.v27i1.32882

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Vol. 27 No. 1 (2021): (May)

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