Higher Order Thinking Skills in Reading Questions on the “My Next Words” English Textbook
DOI:
https://doi.org/10.53299/jppi.v6i3.4868Keywords:
Higher Order Thinking Skills, Reading Questions, Revised Bloom’s TaxonomyAbstract
In the application of the Merdeka Curriculum, Higher Order Thinking Skills (HOTS) serve as a benchmark for learning competency standards in the classroom, particularly in reading skills. Therefore, this research aims to determine the distribution of Higher Order Thinking Skills (HOTS) and Lower Order Thinking Skills (LOTS) in reading comprehension questions in the “My Next Words” textbook for 6th grade elementary school under the Merdeka Curriculum, based on the Revised Bloom’s Taxonomy. This research employs a qualitative research approach with data analysis using content analysis; the data collected consist of reading questions. Data were collected through document analysis; each reading question identified was then categorized based on the Revised Bloom’s Taxonomy, namely: Recall (C1), Understand (C2), Apply (C3), Analyze (C4), Evaluate (C5), and Create (C6). The data were then categorized based on a checklist analysis table, the frequency and percentage of cognitive levels for each test item were then calculated. The results of this analysis show that out of 36 reading questions, 33 were categorized at level C1 (91.67%), while 3 were classified at level C2 (8.33%). No questions were found at levels C3 through C6. Accordingly, 100% of the reading questions in the book were classified as Lower Order Thinking Skills (LOTS). The results of this research show that the reading questions in the “My Next Words” book under the Merdeka Curriculum focus only on the levels of recalling and explicitly understanding information. Therefore, it is necessary to develop the questions in the book to be Higher-Order Thinking Skills (HOTS)-based in order to support the development of HOTS. So that in the future, it will be clear that HOTS-based questions can help students engage in higher-order thinking.
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