Analysis of HOTS in Informatics Textbook Assessment Questions Based on Revised Bloom's Taxonomy
DOI:
https://doi.org/10.55642/taveij.v6i02.1368Keywords:
HOTS; Assessment Questions; Informatics Textbook; Revised Bloom's TaxonomyAbstract
The main problem in Informatics learning at the high school level is the low application of Higher Order Thinking Skills (HOTS) aspects in assessment questions, which impacts the development of students' computational, analytical, and creative thinking abilities. This study is motivated by the need to improve the quality of learning through assessments that demand higher-order thinking skills. This study aims to analyze and evaluate the representation of HOTS aspects in the assessment questions within an Informatics textbook for SMA Class X, and to assess its implications for the quality of learning. The research subject is the assessment questions in an Informatics textbook for high school students in Class X, with a total of 75 questions analyzed. Data collection was carried out using the content analysis method, with the instrument being a categorization sheet based on the revised Bloom's taxonomy (C1–C6). Data analysis techniques included identifying, classifying, and interpreting the cognitive levels of the assessment questions. The results indicate that the proportion of questions accommodating HOTS aspects is still low (28%), with the majority of questions falling into the lower-order thinking category (C1 and C2). Within the HOTS domain, the analyzing dimension (C4) is dominant, while evaluating (C5) and creating (C6) remain limited. This finding indicates the need for developing HOTS-based assessment questions so that Informatics learning can be more effective in fostering higher-order and computational thinking skills. The implications of this research underscore the importance of involving textbook authors, teachers, and education policymakers in designing assessment questions that emphasize HOTS aspects to prepare students for the challenges of the 21st century.
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