Analysis of HOTS in Informatics Textbook Assessment Questions Based on Revised Bloom's Taxonomy

Bahari IB, Abd Halim, Asrini Asrini — Sun, 23 Aug 2026 00:00:00 +0000

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.

Development of an Interactive E-Module Based on Coastal Potential to Improve Students’ Environmental Literacy

Ridwan Ridwan, Abd halim, Ratih Rosita — Mon, 24 Aug 2026 00:00:00 +0000

Students’ environmental literacy, particularly regarding the preservation of coastal ecosystems, remains relatively low due to a lack of integration of environmental issues into learning and a scarcity of innovative, contextual learning resources. This situation calls for the development of teaching materials that are relevant to the students’ surrounding environment. This study aims to analyze, develop, and test the validity, practicality, and effectiveness of an interactive e-module based on coastal potential as a tool for environmental literacy learning. This is a development study using the 4D model (Define, Design, Develop, Disseminate) involving teachers and students as research subjects. Data were collected through interviews, questionnaires, and tests, using instruments tailored to the aspects being measured. Qualitative data were analyzed using the Miles and Huberman technique, while quantitative data were analyzed using percentage and n-gain calculations. The results indicate that the developed e-module has a very high level of validity based on expert evaluation and is considered highly practical in its application. Furthermore, the e-module has proven effective in enhancing students’ interest in learning and their environmental literacy, with significant improvements observed in these areas. These findings indicate that integrating digitized coastal potential into instructional materials can serve as an effective strategy for strengthening environmental literacy. The implications of this research underscore the importance of developing innovative, locally-contextualized learning resources to support sustainable education.

Technical and Vocational Education International Journal (TAVEIJ)

Analysis of HOTS in Informatics Textbook Assessment Questions Based on Revised Bloom's Taxonomy

Development of an Interactive E-Module Based on Coastal Potential to Improve Students’ Environmental Literacy