@mastersthesis{digilib45959,
           month = {September},
           title = {ANALISIS HIGHER ORDER THINKING SKILLS (HOTS) PADA SOAL PENILAIAN TENGAH SEMESTER PEMBELAJARAN TEMATIK PESERTA DIDIK KELAS IV DI MI KABUPATEN SLEMAN},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM: 18204081005 Yuli Setiawati},
            year = {2020},
            note = {Dr. Siti Fatonah, S.Pd, M.Pd},
        keywords = {Higher Thinking Order Skill, Midterm Evaluation, Thematic Learning},
             url = {https://digilib.uin-suka.ac.id/id/eprint/45959/},
        abstract = {The background of this research is the low competence of Indonesian children compared to other countries. The results of the 2018 PISA report, Indonesia ranked 71 out of 78 countries. To improve the quality of education in Indonesia, one of which is developing an assessment system. Currently in the 2013 curriculum the evaluation of learning is more emphasis on higher order thinking skills or Higher Order thinking skills (HOTS) which is one component of creative thinking skills and critical thinking. Creative thinking and critical thinking can develop someone to be more innovative, have good creativity, ideal and imaginative. Critical and creative thinking at the elementary school level (SD) or Madrasah Ibtidaiyah (MI) can be done one of them on the evaluation of thematic learning, by loading HOTS questions. This study aims to determine the composition of the questions based on cognitive levels according to Bloom's Taxonomy, the characteristics of each item also how difficult it is, and the number of percentage of questions that have HOTS characteristics in class IV thematic questions in each MI Regency Sleman. The thematic questions contained 2 question packages, the first question package contained 3 subjects namely Civics, Indonesian Language and Science, the second question package contained 2 subjects namely IPS and SBdP. This type of research is a combination of qualitative and quantitative analysis.
The results of this study indicate, the composition of questions based on cognitive levels according to Bloom's revised taxonomy, which includes C1 "remembering" 32.6\%, level C2 "understanding" 22.6\%, level C3 "applying" 26.1\%, level C4 "analyze" 16.5\%, level C5 "evaluate" 1.7\% and level C6 "create" 0.4\%. HOTS characteristics that emerge are, critical thinking, creative thinking, argumentative ability, decision making ability and problem solving. Contextual problems that arise are relating, experiencing, applying and communicating. Based on the results of the level of difficulty that has been calculated on the version 4.0.9 between HOTS characteristics with the level of difficulty shows there is no relationship between the two. The percentage of HOTS questions in Sleman Regency MI was 43 items percentage of 18.6\%. Each school, namely, MIN 2 Sleman in the first question package 8 items is 3.4\%, second question package 4 items is 1.7\%. MI Al Ihsan in the first item package 6 items is 2.6\%, the second item package 2 items is 0.9\%. MI Al Huda in the first package of questions about 20 items is 8.7\%, the second question package is 3 items is 1.3\%.}
}