DEVELOPMENT OF A MODEL OF LITERACY AND NUMERACY QUESTIONS BASED ON HOTS LEARNING FOR GRADE V ELEMENTARY STUDENTS

Nuriwati Nuriwati, Dwi Sulistyorini, Andayani Andayani

Abstract


This study aims to develop a higher-order thinking Skills (HOTS) based question model to improve literacy and numeracy of elementary school students, test the effectiveness of the developed question model on students' thinking skills, and evaluate teacher and student responses to its application. The research approach used was Research and Development (R&D) with the ADDIE development model (Analyze, Design, Develop, Implement, Evaluate). The content validity of the questions was tested using Aiken's V method, while reliability was tested with Cronbach's Alpha. The effectiveness of the questions was measured through pre-test and post-test using paired sample t-test. The results showed that the developed HOTS questions have high validity and reliability. The effectiveness test results showed significant improvement in students' literacy and numeracy skills after using the HOTS questions (p < 0.001). In addition, teachers and students gave positive responses to the application of HOTS questions, although teachers stated that they still need further training to develop similar questions independently. These findings suggest that HOTS questions are effective in improving students' critical thinking skills and can be an important part of basic education assessment. Therefore, strengthening teacher training and education policies that support the integration of HOTS into the primary school curriculum is needed.

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References


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