Hots Eng Toybah s4

Journal of Teaching and Learning in Elementary Education (JTLEE) ISSN (Print) : 2615-4528
Vol.4 No. 1, February 2021 ISSN (Online) : 2622-3023

©All rights reserved DOI: http://dx.doi.org/10.33578/7858
Printed in Indonesia
Development of HOTS-based 2013 Curriculum

Assessment Instruments in Elementary School
Marwan Pulungan1, Toybah1, Vina Amilia Suganda1*

Department of Primary School Teacher education, Faculty of Teacher Training and Education, University
of Sriwijaya, Palembang, Indonesia
vinaamilia@fkip.unsri.ac.id
Received: November 03rd, 2020 Revised: January 27th, 2021 Accepted: January 29th, 2021
Abstract
This study aims to develop a HOTS-based 2013 curriculum assessment instrument in the
form of questions. The research subjects were fifth-grade students of the elementary
school in Palembang. This research activity is development research using the ADDIE
development model and the Tessmer evaluation method. The development stages include
analysis, design, development, implementation, and evaluation. The prototype evaluation
was carried out in stages: self-evaluation, expert reviews, one-to-one evaluation, small
group evaluation, and field test evaluation. The results showed that the HOTS-based 2013
curriculum assessment instrument developed was declared valid, with a percentage of
89.5%. The trial results in the one to one and small group stages showed that the
assessment instrument (HOTS questions) had a very good level of practicality, namely
84.3% for the one to one stage, and 83.2% for the small group stage. The effectiveness
of the HOTS-based 2013 curriculum assessment instrument is at a low level, with an
average score of 50. This means that the HOTS questions developed are still not effective
in helping students think at higher levels, in this case, the ability to analyze, evaluate and
create. This is as a note for researchers to review by carrying out further research.
Keywords: 2013 curriculum; assessment instrument; HOTS.
1. INTRODUCTION elementary school students. Usmaedi

Referring to the demands of the 2013 (2017) argues that HOTS should have
curriculum, it is necessary to develop started being taught and trained as early
higher-order thinking skills of students as possible. HOTS is a thinking ability
starting from elementary school. that adjusts a person's cognitive level.
However, in reality, it has not been Students at elementary school age must
implemented by following the demands be introduced to HOTS according to their
of the 2013 curriculum. The results of cognitive development at that age.
the research of Rapih and Sutaryadi Higher-order thinking skills when viewed
(2018) stated that 11.43% of teachers from the cognitive domain in Bloom's
thought that higher-order thinking skills taxonomy are at the level of analyzing,
(HOTS) could not be started in evaluating, and creating. Dafik (2014)
M. Pulungan, Toybah, V. A. Suganda, Development HOTS

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states that high-order thinking skills that is valid, practical, and effective by
which are translated from higher-order following the research and development
thinking skills are thinking activities that procedures carried out.
involve a high hierarchical cognitive level.
The 2013 curriculum refinement was a. Assessment
carried out, among others, on content Previously, the curriculum in
standards, namely reducing irrelevant Indonesia used the 2006 curriculum, but
material as well as deepening and now it has changed to the 2013
expanding relevant material for students curriculum. The 2013 curriculum is a
and enriched with the needs of students refinement, modification, and updating of
to think critically and analytically the previous curriculum (Efendi & Hsi,
according to international standards. 2020). In this change, four elements
Other improvements have also been have changed in the 2013 curriculum,
made to the assessment standards, by namely graduate competency standards,
giving room to the development of an content standards, process standards,
assessment instrument that measures and assessment standards (Oktaviani &
higher-order thinking. Assessment of Wulandari, 2019).
learning outcomes is expected to help Tyler said that assessment
students to improve higher-order (evaluation) is a process of collecting
thinking skills (HOTS) because high-order data to determine to what extent, in
thinking can encourage students to think what way, and what part the educational
broadly and deeply about the subject goals have been achieved (quoted by
matter. Arikunto 2013: 3). According to Salamah
So far, most of the target primary (2018) educational assessment is the
school students tended to use lower- process of collecting and processing
order thinking skills (LOTS), and the information to measure the achievement
questions were not contextualized. The of student learning outcomes. In the
questions compiled by the teacher 2013 Curriculum, there are three aspects
generally measure recall skills. When of assessment, namely affective,
viewed from the context, most of them cognitive and psychomotor aspects.
use the context in the classroom and are TIMMS data (Fendrik & Elvina, 2018 &
very theoretical, and rarely use the Witri, Putra, & Gustina, 2014) show that
context outside the classroom. So that it students in Indonesia are still unfamiliar
does not show the relationship between with problems that require high-level
the knowledge gained in learning with thinking.
real situations in everyday life. The assessment in the 2013
Given the importance of students' curriculum is different from the previous
higher-order thinking skills, it is assessment, many teachers consider the
necessary to develop a HOTS-based new method of assessment to be
2013 curriculum assessment instrument troublesome and burdensome so that

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teachers face problems when conducting b. HOTS

authentic assessments in the 2013 Higher-order thinking skills (HOTS)
curriculum (Safitri & Oktaviana, 2017). are a process of deep and broad thinking
Assessment in the 2013 curriculum skills that involve critical and creative
emphasizes measuring the level of processing of information in dealing with
thinking of students from low to high; and solving complex problems (Ulfah,
use deep questions, not just rote; 2017). In line with that, HOTS is also a
measuring student work processes, not thinking ability that arises from a
just student work; and use student combination of several other complex
learning portfolios (Subagia & Wiratma, thinking skills. HOTS is related to critical,
2016). logical, reflective, metacognitive, and
The 2013 curriculum assessment uses creative thinking skills (Ramadhana et
authentic assessment, where authentic al., 2018). They are activated when the
assessment not only measures aspects of individual faces an unusual problem,
student knowledge but also measures uncertainty, question, or dilemma. The
aspects of student attitudes and skills critical thinking disposition reflects a
based on learning processes and critical spirit which consists of a
outcomes (Cahyadi & Purwandari, 2015). tendency, or a commitment to act
When applying authentic assessments to critically, then applying critical thinking
determine student learning outcomes skills by paying attention to
and achievements, teachers apply criteria predetermined criteria and standards
related to knowledge construction, (Nirmala et al., 2018). Critical thinking is
observing and experimenting activities, an activity to analyze ideas in a more
and achievement values outside of school specific direction, sharply differentiate,
(Alawiyah, 2016). Astuti et al. (2018), select, identify, study and develop them
wrote that the 2013 curriculum in a more perfect direction (Alpusari et
assessment carried out by educators was al., 2020).
not only an assessment of learning but In the context of writing HOTS
also an assessment for learning and questions, the verb "to determine" could
assessment as learning. Students' be in the realm of C5 (evaluate) if to
thinking levels are developed starting make a decision is preceded by a thought
from the level of thinking to remember, process, analyzing the information
understand, apply, analyze, assess, and presented on the stimulus then students
be creative. Questions in learning are are asked to determine the best decision.
emphasized on the types of how and why Even the verb "to determine" can be
questions that are rational, not on what, classified as C6 (to create) if the question
where, who, and when questions are demands the ability to develop new
factual (Subagia & Wiratma, 2016). problem-solving strategies. Thus, the
realm of operational verbs is strongly
influenced by what thought processes

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are required to answer the questions behavior. Also, the description of the
given. In the preparation of HOTS material to be asked (which requires high
questions, a stimulus is generally used. reasoning) is not always available in
The stimulus is the basis for making textbooks. Therefore, in writing HOTS
inquiries. questions, it takes mastery of teaching
In the HOTS context, the stimulus material, skills in writing questions
presented should be contextual and (question construction), and teacher
interesting. The stimulus can come from creativity in choosing question stimuli
global issues such as information according to the situation and conditions
technology, science, economy, health, of the area around the educational unit.
education, and infrastructure issues. The The steps for preparing HOTS questions
stimulus can also be raised from are analyzing Basic competencies (KD)
problems that exist in the environment which can be made HOTS questions,
around the educational unit such as compiling question grids, choosing
culture, customs, cases in the region, or interesting and contextual stimuli, writing
various advantages that exist in certain question items according to the question
areas. HOTS is a major component of grid, and making scoring guidelines
creative, critical, and pedagogical (rubrics) or answer keys. The following is
thinking so that it can help students an example of composing HOTS
develop more innovative ideas, ideal questions for elementary school.
perspectives, and an imaginative Basic Competencies: Comparing the
perspective (Chinedu et al., 2015). life cycles of several types of living things
Students engage in HOT when they: and linking them with conservation
visualize problems by making diagrams, efforts. Matter Animal growth; Class /
separate relevant from irrelevant Semester IV / 2; Indicator Question
information in a word problem, look for Presented the life cycle of a certain
reasons and causes, justify solutions, see animal, students can conclude the events
more than one side of the problem with that will occur if a phenomenon of
sources of information based on human activity affects the cycle;
credibility, express assumptions in Cognitive Level 3 (analyze-C4).
reasoning and identify logical biases or The question is what would happen to
inconsistencies (Mainali, 2013). the growth cycle of the butterfly if the
demand for silk had increased sharply?;
c. Steps to Prepare HOTS Questions Key: The increasing need for silk cloth
To write HOTS items, the question resulted in an increase in the need for
writer is required to be able to determine silkworms, resulting in a decrease in the
the behavior to be measured and population of cocoons and butterflies.
formulate material that will be used as Gradually, butterflies can become extinct.
the basis for questions (stimulus) in a
certain context according to the expected

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Table 1. Answer Keys and Scoring Guidelines:

Answer Score
If empty or wrong 0
Silk cloth increases, so the need for silkworms increases 1
Silk cloth increases, so the need for silkworms increases, resulting in a 2
decrease in the number of cocoon populations
Silk cloth increases, so the need for silkworms increases, resulting in a 3
decrease in the population of cocoons and butterflies
The increasing need for silk cloth increased the need for silkworms, 4
resulting in a decrease in the population of cocoons and butterflies.
Gradually, butterflies can become extinct
Explanation: The R & D model defined by the

This question belongs to cognitive level 3 ADDIE Model consists of five stages,
(analyze-C4) because students have to Analysis, Design, Development,
analyze and combine several new
Implementation, and Evaluation. The
unfamiliar concepts and information.
development procedure used in this
2. METHOD study is based on the ADDIE
The research method used is the development model (Morrison, et al,
method of research and development. 2011) using the formative evaluation
The choice of this development method method (Tessmer, 1996). From this
is the need for researchers to develop explanation, it can also be described in
and produce products from the object the following figure.
being developed (e.g., Jalinus & Alim,
2018).
Preliminary studies Product Product test

1. Needs analysis Development
2. Identification of 1. Design of the 1. One to one
basic assessment 2. Small group
competencies instrument 3. Field
and indicators 2. Production of evaluationn
3. Analysis of assessment
teaching instruments
Assessment Instruments
Curriculum 13 Based on Higher Order Thinking Skills
(HOTS)

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Figure 1.The procedure for developing the 13th curriculum assessment instrument based on
higher order thinking skills (HOTS) (adapted from Modification of Sukmadinata, 2007)
3. RESULT AND DISCUSSION elementary school teachers in South

Sumatra and Bangka.
Result From the needs analysis it was
This research is the result of the concluded that 98.7% of the responses
analysis of the need for HOTS-based agreed to develop a HOTS-based 2013
assessment instruments for students in curriculum assessment instrument in
elementary schools were taken from elementary schools, which can be seen
questionnaire data filled in by 79 from the following diagram.
Figure 2. Percentage of elementary school teachers who stated that they needed HOTS-
based 2013 curriculum assessment instruments for students in elementary schools.
After obtaining the results of the product that has been developed in the
needs analysis, the next step is to make form of a HOTS-based research
a design (design) of a learning model instrument is declared valid and can be
development product consisting of tested. The limited trial was conducted
Question Cards and HOTS-based in grade V elementary school.
Assessment Instruments.
The research product that has been a. Validity test
designed is then developed to produce a The product validity test was carried
product before being tested. The out by 6 validators consisting of 5
development carried out is by validating experts and one class teacher as a
experts and practitioners on the practitioner. Validation will be carried
products that have been designed. The out on the material and question design.
validation includes material validation The material expert validators are from
and question design. Based on the final the fields of elementary school
results of the validation carried out, it mathematics, elementary school
can be concluded that the research Indonesian language, elementary school

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natural science, civic education and Problem: Observe the following

elementary school social science, as well pictures of electronic objects!
as fifth grade teachers of one of the
public elementary schools in Palembang
as practitioners.
The following is an example of an
instrument for HOTS questions before
being validated and after being validated
by experts. In the form of question Based on the four pictures above,
cards, Natural Science Subjects (IPA); explain the benefits of electrical energy
Class / Semester IV / 1; Curriculum for each image so that the objects in the
2013. Basic Competencies 3.5 Identify picture can be used!
various energy sources, changes in the The validator's note is that the
form of energy, and alternative energy cognitive level is not by following the
sources (wind, water, solar, geothermal, questions, so it is revised to Based on
organic fuels, and nuclear) in everyday the four pictures above if asked to
life; Material Various energy sources, replace it with alternative energy. Which
changes in the form of energy, and electronic item do you think can be
alternative energy sources; Question replaced!
Indicators Presented four pictures of The validation sheet for experts in
electronic objects, students can explain assessing the HOTS-based 2013
the benefits of electrical energy for each curriculum assessment instrument is in
image so that objects in the image can table 2. The following is a recapitulation
be used; Cognitive Level C4 (Analyze). of the results of product validation
shown in table 3.
Table 2. The assessment aspect is in the instrument validation sheet

Number Aspect of Assessment Criteria
1 HOTS Development of HOTS-based PROBLEMS
2 Construction (Language) 1. Use of Language

2. Clarity of Sentences
3 Technical (Presentation) 1. Complete pictures,
2. Display Design

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Table 3. Recapitulation of HOTS-Based Assessment Instrument Validation Results

Maximum Score / Percentage of validation
Validator/Expert Conclusion
Score I II
elementary school 24 24 / 100% - Valid
mathematics
elementary school 24 20 / 83,3% - Valid
indonesian language
elementary school 24 21/ 87,5% - Valid
natural science
Civic education 24 20/ 83,3% - Valid
elementary school 24 19/ 79, 1% 21/ 87,5% Valid
social science
Practices 24 23/ 95,8% - Valid
Score/ Average 129/ 89,5% Valid
Table 4. Student Response Questionnaire Sheet on HOTS-Based Questions

Number Statement Rating Scale
SS S TS STS
1. The questions presented are easy to
understand
2. The command for each question is
clear
3. The command for each question is
difficult to understand
4. The language used in the questions
uses standard Indonesian
5. The language used in the questions
has many meanings
6. Instructions for working in questions
are easy to understand
7. Instructions for working on confusing
questions
8. The images presented in the questions
are clear and attractive
Information: SS (strongly agree), S (agree), TS (disagree), and STS (totally
disagree) (Hestiana, 2018)
a. Pilot Experiment (One to One dan of giving a questionnaire, to determine

Small Group) the practicality of the HOTS questions
The limited trial of the assessment that had been designed. The practicality
instrument was carried out in the form measurement of HOTS questions will be

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seen from the questionnaire sheets. The questions that have been made. The
questions in the student questionnaire results of this field test evaluation
can be seen in table 4 above. That the obtained an average score of 50 with
the less effective category.
students filled out after 3 students
(stage one to one ) see the HOTS Discussion
questions provided. Then from the Utilization of the 2013 curriculum
results of the questionnaire, revisions assessment is used to form positive
will be carried out if difficulties are attitudes of students and as a means to
found, then proceed with giving a increase student interest and motivation,
questionnaire to 8 (eight) students uniform students' thinking skills by
grouping students based on their
(small group stage) to re-measure the
respective achievements, providing
practicality of HOTS questions that have information to parents in knowing
been revised from the previous stage. progress as a means of improvement in
Student responses in the one to one the learning implementation plan, a
stage to HOTS questions with a total means to optimize the learning process
score of 81 or 84.3%, if converted into that takes place in improving the
practicality criteria then they are in the learning process so that students
achieve successful learning outcomes
very good category, meaning that the
(Sutama et al., 2017). The 2013
HOTS-based assessment instrument curriculum assessment will be
developed can be practical to use. meaningful for teachers in determining
Student responses in the small group the best ways so that all students can
stage to HOTS questions with a total achieve the final result, even with
score of 213 or 83.2%, if converted into different time units (Umami, 2018).
The development of an assessment
practicality criteria, they are in the very
instrument based on HOTS Curriculum
good category, meaning that the HOTS- 2013 has been carried out in three
based assessment instrument developed stages, namely preliminary studies,
can be practical to use. product development, and product
testing. This HOTS-based assessment
b. Field Test Evaluation instrument has gone through the expert
The field test or field test or large review stage involving three validators
class test is an implementation stage or including material experts, media
a continuation after one to one and experts, and linguists. After being
small groups. At this stage students are declared valid and feasible in the trial, it
given questions related to HOTS was carried out in three stages, namely
questions, the results of this stage will one to one, small group, and field
measure the effectiveness of the HOTS evaluation.

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At the development stage, the HOTS researcher, the cause of the field
question assessment instrument evaluation results is in the low
prototype has been completed, then effectiveness category, because the
validation is held by the validators. This fifth-grade students of SD Negeri 1
is done to determine the validity level of Palembang are 5 students, but only 15
the HOTS assessment instrument (HOTS students only fill in or work on the
question). At this stage, the average questions. The reason is due to the
validation results obtained according to current condition of the Covid-19
experts 5 (field of study) and pandemic, learning in schools is carried
practitioners are the total score of 129 out online and information about giving
or 89.5%. The validity test was carried HOTS questions is only given to students
out 2 (two) times, namely the validity who have long-distance communication
test by an SD social studies expert. In tools using the internet, while other
the validity assessment, there were students are not in a situation where it
comments from experts, comments is possible to be given HOTS questions.
given by the validators became a This information the researcher obtained
reference for researchers before testing from the class teacher that the
HOTS questions at the field evaluation researcher used, and the decision to
stage. give questions only to students who
At the product trial stage, the stages allowed to be given HOTS questions was
that have been carried out are one to also a consideration chosen between the
one and small group trials. In the one to class teacher and the researcher.
one stage, it is known that the HOTS The information obtained from the
questions have a very good level of class teacher is to provide daily
practicality with a student questionnaire assignments for students who cannot
percentage of 84.3%. After the one to communicate remotely, namely their
one stage, the next stage was a small parents who come to school to ask for
group with a practicality level of HOTS assignments from the class teacher, and
questions of 83.2% in the very good the collection of the assignments a week
category. after the assignments are given. This is
The final stage of the product testing an excuse not to give questions to
activity is field evaluation. At this stage, students who are unable to
students in large classes work on HOTS communicate remotely.
questions to measure the effectiveness Thus, from several stages that have
of the HOTS questions developed. From been passed in the development of the
the average test results obtained an 2013 HOTS curriculum-based
average value of 50. So it can be assessment, it can be said that this
concluded that this HOTS question has a product is valid, practical, but low
low level of effectiveness. This is not in effective. This is a note for future
accordance with the expectations of the researchers' improvement because

Page | 60
thinking skills are important for students helping students think at high levels, in
to solve problems in the learning this case, the ability to analyze, evaluate
process so that it fosters competitive and create. This is a note for
thinking, develops students' intellectuals,
researchers for further research, namely
and helps avoid mistakes in thinking
(Heong et al., 2011). The teacher plays how to improve the thinking skills of
a role in practicing the strong application elementary school students at a higher
of HOTS to improve students' thinking level, especially those related to HOTS
skills (Baharin et al., 2018). HOTS is an abilities.
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Journal of Teaching and Learning in Elementary Education (JTLEE) ISSN (Print) : 2615-4528

Vol.4 No. 1, February 2021 ISSN (Online) : 2622-3023

Development of HOTS-based 2013 Curriculum

Marwan Pulungan1, Toybah1, Vina Amilia Suganda1*

Keywords: 2013 curriculum; assessment instrument; HOTS.

1. INTRODUCTION elementary school students. Usmaedi

M. Pulungan, Toybah, V. A. Suganda, Development HOTS

M. Pulungan, Toybah, V. A. Suganda, Development HOTS

teachers face problems when conducting b. HOTS

M. Pulungan, Toybah, V. A. Suganda, Development HOTS

M. Pulungan, Toybah, V. A. Suganda, Development HOTS

Table 1. Answer Keys and Scoring Guidelines:

Explanation: The R & D model defined by the

Preliminary studies Product Product test

M. Pulungan, Toybah, V. A. Suganda, Development HOTS

3. RESULT AND DISCUSSION elementary school teachers in South

M. Pulungan, Toybah, V. A. Suganda, Development HOTS

natural science, civic education and Problem: Observe the following

Table 2. The assessment aspect is in the instrument validation sheet

2 Construction (Language) 1. Use of Language

M. Pulungan, Toybah, V. A. Suganda, Development HOTS

Table 3. Recapitulation of HOTS-Based Assessment Instrument Validation Results

Table 4. Student Response Questionnaire Sheet on HOTS-Based Questions

a. Pilot Experiment (One to One dan of giving a questionnaire, to determine

M. Pulungan, Toybah, V. A. Suganda, Development HOTS

M. Pulungan, Toybah, V. A. Suganda, Development HOTS

M. Pulungan, Toybah, V. A. Suganda, Development HOTS

M. Pulungan, Toybah, V. A. Suganda, Development HOTS

K. A. (2018). Integrating STEM to Promote Elementary Students’

M. Pulungan, Toybah, V. A. Suganda, Development HOTS

Topik Bilangan Bulat Untuk Siswa e-ISSN: 2528-5173, Vol 8 No. 1.

M. Pulungan, Toybah, V. A. Suganda, Development HOTS

.2967 Kurikulum 2013. Jurnal

M. Pulungan, Toybah, V. A. Suganda, Development HOTS

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