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Higher order thinking skills, school-based assessment and students’ mathematics achievement: Understanding teachers’ thoughts

International Journal of Evaluation and Research in Education (IJERE) · Vol. 11 No. 1 (2022) · hlm. 290–302

DOI
10.11591/ijere.v11i1.22030
ISSN
2620-5440, 2252-8822
Terbit
2022-03-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

The purpose of this study was to investigate the effect of incorporating higher order thinking skills (HOTS) in a school-based assessment (SBA) on mathematics achievement among students. A mixed-method case study design was used to assess a sample size of 158 students and three mathematics teachers. The students’ proficiency in mathematics was determined by using the standard based curriculum for secondary schools (kurikulum standard sekolah menengah/KSSM). Mathematics assessment paper that was assiduously organized by incorporating HOTS questions. The students’ thoughts on the incorporation of HOTS in the SBA were obtained through one-to-one face-to-face semi-structured interviews. The quantitative findings, which were analyzed using descriptive and regression tests, showed that 11.9% of the achieved mathematics score was contributed by incorporating HOTS in SBA, while 7.7% was contributed by SBA mastery level in mathematics. Students’ maturity and misconceptions about math are among the challenges in implementing HOTS in SBA. The challenges in applying HOTS in SBA had a positive effect on teachers’ pedagogical approach in a sense that they could devise a new strategy for meeting the needs of students and teach topics in alternative ways.

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22 penulis · 52 tautan kepenulisan bersama · 28 lintas organisasi

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  • Universitas Muhammadiyah Prof Dr Hamka
  • Universiti Utara Malaysia
  • Tun Hussein Onn University of Malaysia
  • Siliwangi University
  • National Yunlin University of Science and Technology
  • Sultan Idris Education University
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Rekan penulisOrganisasiArtikel bersama
Tee Tze KiongTun Hussein Onn University of Malaysia2
Abdul Hamid Busthami NurUniversiti Utara Malaysia2
Siti Jaizah NakmanUniversiti Utara Malaysia2
Zaharah Che IsaUniversiti Utara Malaysia2
Suswandari SuswandariUniversitas Muhammadiyah Prof Dr Hamka1
Laely ArmiyatiSiliwangi University1
Firastika Eka NurhayatiAfiliasi tidak diketahui1
Sigid Edy PurwantoAfiliasi tidak diketahui1
Firastika Eka NurhayatiUniversitas Muhammadiyah Prof Dr Hamka1
Charanjit Kaur Swaran SinghSultan Idris Education University1
Nuraliah Abd NasirTun Hussein Onn University of Malaysia1
Mimi Mohaffyza MohamadTun Hussein Onn University of Malaysia1
Wu Ming ChangNational Yunlin University of Science and Technology1
Ruzlan Md-AliUniversiti Utara Malaysia1
Yee Mei HeongTun Hussein Onn University of Malaysia1
Abdul Rahman A. GhaniUniversitas Muhammadiyah Prof Dr Hamka1
Arum FatayanUniversitas Muhammadiyah Prof Dr Hamka1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Higher order thinking skills, school-based assessment and students’ mathematics achievement: Understanding teachers’ thoughts</dc:title>
	<dc:creator>Azid, Nurulwahida</dc:creator>
	<dc:creator>Ali, Ruzlan Md.</dc:creator>
	<dc:creator>El Khuluqo, Ihsana</dc:creator>
	<dc:creator>Purwanto, Sigid Edy</dc:creator>
	<dc:creator>Susanti, Eka Nana</dc:creator>
	<dc:subject xml:lang="en-US">Higher order thinking skills; Mathematics assessment; Mathematics achievement; Mathematics education; School-based assessment</dc:subject>
	<dc:description xml:lang="en-US">The purpose of this study was to investigate the effect of incorporating higher order thinking skills (HOTS) in a school-based assessment (SBA) on mathematics achievement among students. A mixed-method case study design was used to assess a sample size of 158 students and three mathematics teachers. The students’ proficiency in mathematics was determined by using the standard based curriculum for secondary schools (kurikulum standard sekolah menengah/KSSM). Mathematics assessment paper that was assiduously organized by incorporating HOTS questions. The students’ thoughts on the incorporation of HOTS in the SBA were obtained through one-to-one face-to-face semi-structured interviews. The quantitative findings, which were analyzed using descriptive and regression tests, showed that 11.9% of the achieved mathematics score was contributed by incorporating HOTS in SBA, while 7.7% was contributed by SBA mastery level in mathematics. Students’ maturity and misconceptions about math are among the challenges in implementing HOTS in SBA. The challenges in applying HOTS in SBA had a positive effect on teachers’ pedagogical approach in a sense that they could devise a new strategy for meeting the needs of students and teach topics in alternative ways.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US">Universiti Utara Malaysia &amp;Universitas Muhammadiyah Prof. Dr. HAMKA</dc:contributor>
	<dc:date>2022-03-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/22030</dc:identifier>
	<dc:identifier>10.11591/ijere.v11i1.22030</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 11, No 1: March 2022; 290-302</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v11i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/22030/13281</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2021 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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