Analysis of physics questions based on HOTS criteria: the result of physics teacher training

Abstract

Abstract In the 21st century, higher-order thinking skills (HOTS) is a must-have for everyone. Teachers should train HOTS in learning physics. In the assessment of physics learning, every teacher must make a measuring instrument to measure the student’s ability in the form of physics questions. HOTS-based physics questions are needed to measure the student’s HOTS ability. Therefore, training was conducted for physics teachers in Mojokerto in August 2019 to make HOTS-based physics questions. This study aimed to analyze physics questions produced by the training participants based on HOTS-based question criteria. The method of this study used qualitative descriptive analysis. Physics questions from the results of physics teacher training analyzed one by one based on the HOTS criteria. The results show that most of the items produced had not presented contextual stimulation so that students had started to think at a higher level when reading the question stem given. Most of the problems are numerical solutions. It does not rule out that HOTS questions do not require numerical calculation but rather reasoning based on the physics concept that has been studied by students.