The Analysis of Higher Order Thinking Skills: Transfer Aspect of Student Concept in Reaction Rate Material

Abstract

2013 curriculum requires that in its learning, it requires students’ higher-order thinking skills. Furthermore, in developing students’ higher-order thinking skills with the 2013 curriculum-based learning process, especially in chemistry, an analysis is needed regarding students’ HOTs abilities in chemistry, one of which is in the reaction rate topic. This study aims to describe the higher-order thinking skills (HOTs) transfer aspect in class XI students on the topic reaction rate according to the 2013 curriculum based on the percentage of students’ correct answers. This research is a descriptive study using the survey method. Moreover, the assessment instrument in this study was developed on reaction rate material based on indicators of higher-order thinking skills transfer, according to Brookhart (2010). This study involved 105 students in Malang, East Java, Indonesia. The study’s result shows that students with the HOT ability to transfer aspect skills are included in the high category with a percentage of 70%. The rate of each indicator comprises: (1) analyzing (C4) 78% in the high category, (2) evaluating (C5) 63% in the high category, and (3) creating (C6) 68% in the high category.