Problematics of HOTS Assessment in Science Learning in Higher Education: Systematic Liteature Review
DOI:
https://doi.org/10.55115/edukasi.v5i1.32Keywords:
assessment problems, HOTS, science learning, higher educationAbstract
Higher Order Thinking Skills (HOTS) are skills that are required in 21st century learning. This study aims to describe the problems of HOTS assessment in science learning in universities in terms of technical aspects, forms, and results of learning evaluation through analysis of reputable international journal articles. Data analysis was carried out using Systematic Literature Review (SLR) using the PRISMA (Preferred Reporting Item for Systematic Review and Meta-Analysis) method. The article search tools used are Google Scholar, ERIC, and Science Direct in the 2018-2022 range. The keywords used in the search were "higher education", and "higher order thinking skills". Articles that meet the inclusion and exclusion criteria are articles in reputable international journals Q1 to Q4 in 2018 to June 2022. The results of the SLR analysis describe that: (i) the HOTS assessment technique which is implemented in a formative way in the learning process is not in accordance with the summative assessment; (ii) there are several forms of HOTS assessment in the form of a description test, multiple choice, or non-test in the form of a questionnaire, and the dimensions that are used as references in this measurement are different, namely Bloom's Taxonomy, Marzano's Taxonomy, and factors of educator behavior; (iii) the results of the HOTS assessment at the tertiary level are quite alarming, which are generally in the low category. Suggestions that can be recommended based on these results, namely carrying out learning based on local wisdom oriented 4C (creativity and innovation, critical thinking and problem solving, collaboration, and communication) to improve students' HOTS and carrying out HOTS evaluations in learning in higher education in the form of essay tests.
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