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The cognitive alignment of mathematics teachers’ assessments and its curriculum

International Journal of Evaluation and Research in Education (IJERE) · Vol. 13 No. 3 (2024) · hlm. 1561–1575

DOI
10.11591/ijere.v13i3.26814
ISSN
2620-5440, 2252-8822
Terbit
2024-06-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

This study aims to explore how the cognitive level alignment between the teachers’ assessments and Mathematics curriculum in Indonesia related to students’ higher order thinking skills (HOTS) development. The study adopted a descriptive exploratory design with a qualitative approach. The participants of this study were 15 high school mathematics teachers from Malang City and the Nganjuk district. Data were collected from the results of the assessments and indicators of the mathematics curriculum used by teachers. The data collected were analyzed using Anderson & Krathwohl’s Taxonomy to determine the alignment of the cognitive level from assessments and curriculum. In the semi-structured interview session, we recorded teachers’ responses who were able to construct HOTS-based assessments. Our findings showed: i) mathematics indicators primarily targeted students’ thinking skills at the low cognitive level, namely applying; ii) teachers’ assessments were more dominant at the low cognitive level, and there was no assessment at create level; and iii) the alignment of the cognitive level was relatively low for the HOTS category. The study findings can be used to improve curriculum and assessment in education. They can also be used as reflections for Mathematics teachers on the importance of aligning the cognitive level, especially that develop students’ HOTS.

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  • State University of Malang
  • Universitas Negeri Padang
  • Universitas PGRI Madiun
  • University of Malaya
  • Universitas Pattimura
  • Andalas University
  • Universitas Muhammadiyah Purworejo
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Rekan penulisOrganisasiArtikel bersama
Lathiful AnwarState University of Malang8
Wasilatul MurtafiahUniversitas PGRI Madiun4
Abdur Rahman As’ariState University of Malang4
SUDIRMAN SUDIRMANState University of Malang3
Hutkemri ZulnaidiUniversity of Malaya3
I Nengah PartaState University of Malang2
Susana LabuemUniversitas Pattimura2
I Made SulandraState University of Malang2
Yerizon YerizonUniversitas Negeri Padang2
I Made ArnawaAndalas University2
Toto NusantaraAfiliasi tidak diketahui2
Tjang Daniel ChandraState University of Malang2
Ariyadi WijayaYogyakarta State University2
Edy Bambang IrawanState University of Malang2
Purwanto PurwantoState University of Malang2
Mujiyem SaptiUniversitas Muhammadiyah Purworejo2
SusiswoState University of Malang2
Makbul MuksarAfiliasi tidak diketahui2
Subanji SubanjiState University of Malang1
Indriati Nurul HidayahState University of Malang1
Rini NurhakikiState University of Malang1
Ety Tejo Dwi CahyowatiState University of Malang1
Miftha HuljannahUniversitas Islam Negeri Sultan Amai Gorontalo1
Muhammad Noor KholidMuhammadiyah University of Surakarta1
Erry HidayantoState University of Malang1
Hendro PermadiState University of Malang1
Irma Rachmah HidayahState University of Malang1
Arif Sapta MandalaState University of Malang1
Suherman SuhermanUniversitas Negeri Padang1
Arnellis ArnellisUniversitas Negeri Padang1
Santi IrawatiState University of Malang1
Isma'ul KhusnaState University of Malang1
Hery SusantoState University of Malang1
Sharifah Binti OsmanUniversity of Technology Malaysia1
Dewi HamidahUIN Syekh Wasil Kediri1
Viky Iqbal Azizul AlimState University of Malang1
Candra R. W. S Weni UtomoUniversity of Brawijaya1

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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">The cognitive alignment of mathematics teachers’ assessments and its curriculum</dc:title>
	<dc:creator>Zana, Firdha Mahrifatul</dc:creator>
	<dc:creator>Sa'dijah, Cholis</dc:creator>
	<dc:creator>Susiswo, Susiswo</dc:creator>
	<dc:subject xml:lang="en-US">Alignment; Cognitive level; Curriculum; Higher order thinking skills; Teachers' assessment</dc:subject>
	<dc:description xml:lang="en-US">This study aims to explore how the cognitive level alignment between the teachers’ assessments and Mathematics curriculum in Indonesia related to students’ higher order thinking skills (HOTS) development. The study adopted a descriptive exploratory design with a qualitative approach. The participants of this study were 15 high school mathematics teachers from Malang City and the Nganjuk district. Data were collected from the results of the assessments and indicators of the mathematics curriculum used by teachers. The data collected were analyzed using Anderson &amp;amp; Krathwohl’s Taxonomy to determine the alignment of the cognitive level from assessments and curriculum. In the semi-structured interview session, we recorded teachers’ responses who were able to construct HOTS-based assessments. Our findings showed: i) mathematics indicators primarily targeted students’ thinking skills at the low cognitive level, namely applying; ii) teachers’ assessments were more dominant at the low cognitive level, and there was no assessment at create level; and iii) the alignment of the cognitive level was relatively low for the HOTS category. The study findings can be used to improve curriculum and assessment in education. They can also be used as reflections for Mathematics teachers on the importance of aligning the cognitive level, especially that develop students’ HOTS.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2024-06-01</dc:date>
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	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/26814</dc:identifier>
	<dc:identifier>10.11591/ijere.v13i3.26814</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 13, No 3: June 2024; 1561-1575</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v13i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/26814/13907</dc:relation>
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	<dc:rights xml:lang="en-US">Copyright (c) 2024 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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