371 496

63rd 375 494

Out of 70
386 490
+ Improve PISA’s result + Increase motivation
+ Improve students’ thinking + Encourage autonomy
+ Improve content area achievement

Retnawati et al. (2018)
The scope of the study was
on the terminology “HOTS”
– not on the definition of the
skills.
Teachers’ understanding of
the characteristics of HOT
problems was not identified,
which is essential for the
teachers to be able to
provide an appropriate
assessment to develop
students’ HOT skills.
Hadi et al. (2018)
The study observed students'
difficulties in solving close-
ended HOT problems.
As closed-ended question
only demands one correct
answer, students tend to
memorize statements or
formula without deep
comprehension of the
concept and the course
content (Husain, Bais,
Hussain, & Samad, 2011).
Aim of this study
This study aims at
measuring students’
capabilities in solving
open-ended HOT problem
and describing the current
knowledge and practice of
HOT in mathematics
education through interviews
with teachers.
Transfer knowledge into new contexts,
critical and creative thinking skills,
problem-solving skills.
(Brookhart, 2010; King et al., 1998;
Kruger, 2013; Miri et al., 2007)
An analytic rubric was developed
based on several existing rubric that
assess thinking skills.
(Exemplars, AAC&U, Alfrey &
Cooney, WSU)
• Non-algorithmic
• Path is not “visible”
• Multiple solutions
• Nuanced judgment
• Uncertainty
• Self-regulation of thinking process
• Effortful
(Resnick, 1987)
• Difficult problem always indicates
HOT problem
• HOT problem should be presented
in a long storyline, renowned story,
or phenomena
• HOT problem will always remain
as HOT problem even though
tested at different times
To what extent do Indonesian lower secondary students
master HOT skills in mathematics based on their abilities to
transfer knowledge into new contexts, apply creative and
critical thinking, and problem-solving?

To what extent are Indonesian lower secondary mathematics

teachers able to demonstrate understanding of HOT skills in
terms of curriculum, pedagogy, and assessment?

What are the challenges, needs, and existing supportive

factors for Indonesian lower secondary mathematics teachers
to develop HOT skills in the mathematics classroom?
 Mathematical Stratified random
372 students assignment by sampling (High,
6 teachers International Medium, Low)
Centre for STEM
6 schools Education (ICSE) ICSE task: 60
mins
Jakarta Interview Interview: 30
Palembang questions mins

ICSE task Interview

- Rubric - Thematic analysis

- Interrater reliability test - Inductive & deductive approach
(percentage of agreement > 90%)
 Round-up to
That is 12,750
12,800 IDR
IDR.
please!

How much money can be

collected in an average
supermarket in a day?

Ensure that your arguments and

calculations can be the basis of
consideration whether this
campaign should be applied or
not.
The results of 372 students’ work are presented in Table 4. Overall, around
half of the students were able to achieve Level-3 in Problem-solving (43%)
and Conclusion and evaluation (53%). However, students most likely
experienced difficulty in Reasoning and Evidence, with only 1% and 3% in
Level-3 respectively, and 0% in Level-4.
 “50:50 in determining whether HOT is
a skill that could be developed only by
gifted students. Sometimes, (HOT) does
not give opportunities for students with
lower abilities.”

A) Creative and critical thinking

skills
B) Flexible problem-solving skills

C) Skills associated with talented or

higher-ability students
 “Assessing HOT skills is
important to sort out which
students have higher-order and
which students have lower-
order.”

A) Selecting students

B) Preparing for the national exam

C) Preparing for society

 “PMRI (Indonesian
Realistic Mathematics
Education) is a good
approach.”

A) Student-centered pedagogy

B) Context-based learning

C) Suitable learning environment

 “(to identify the HOT problem
in the national examination),
the HOT problem is usually
long, has never been given
before, and has pictures in it.”

A) Contextual

B) Difficult

C) Require multiple steps

D) Long, familiar, include pictures

 Yes (it is a HOT problem),
because every student can have
their own direction. Their
thinking skills can be seen
through their answers.”

A) Self-regulation

B) Promote critical thinking

C) Multiple solution

D) Ought to contain a more specific

mathematical topic
• Main findings
• Main findings
• Main findings