Mapping High Level Thinking Abilities Using Solo Taxonomy in Class VIII Students in Middle Schools in Bandar Lampung City
Abstract
Initial research indicates that students' higher-order thinking skills (HOTS) in biology remain low, primarily due to a lack of integration between science and everyday life, as well as the continued dominance of traditional teaching methods. This study aims to analyze students' higher-order thinking skills using SOLO taxonomy to gain deeper insights into their cognitive achievements in solving HOTS questions. The researcher employed a stratified random sampling technique. Four schools were selected to ensure the research sample represents the general characteristics of all schools in Bandar Lampung City. By choosing schools with diverse backgrounds, such as accreditation, geographical location, and learning support facilities, the study results can better reflect the actual conditions of the broader school population. Data were collected through interviews, documentation, and tests. This qualitative research utilized data analysis techniques, including data reduction, data presentation, and drawing conclusions based on the findings. The study results indicate that the average higher-order thinking skills of students in schools A, B, C, and D, based on SOLO taxonomy, are at the multistructural level at 41.37%, the relational level at 28.88%, and the extended abstract level at 28.75%. A total of 41.37% of students demonstrated medium-level higher-order thinking skills, while 57.63% fell into the high category. A key finding of this study is that the extended abstract indicator had the lowest average compared to other indicators. This is attributed to the more complex demands of the questions, which require students to evaluate, synthesize, and apply concepts in new contexts tasks they rarely encounter.
Downloads
References
Dilah, S. (2023). Peran Pembelajaran Ipa Berbasis Higher Order Thinking Skills (Hots) Di Sd Kelas Tinggi Era Society 5.0. Pendas: Jurnal Ilmiah Pendidikan Dasar, 8(2), 3197–3208.
Faridah, E. M. I. (2019). Analisis Kemampuan Berpikir Kritis Siswa Melalui Soal-Soal HOTS ( Higher Order Thinking Skills ) Mata Pelajaran Sejarah Kelas X-IPS SMAN 2 SIDOARJO. AVATARA, e-Journal Pendidikan Sejarah, 7(1).
Haryati, M. (2020). Analisis soal UN biologi SMA/MA berdasar dimensi proses kognitif, karakteristik HOTS, dan bentuk stimulus. Jurnal Education and Development, 8(2).
Herliani. Penggunaan taksonomi solo (structure of observed learning outcomes) pada pembelajaran kooperatif truth or dare dengan quick on the draw untuk meningkatkan keterampilan berpikir peserta didik pada biologi SMA.proceeding biology education conference, (2016) 13(1), 232-236
Ismafitri, R., Alfan, M., & Kusumaningrum, S. R. (2022). Karakteristik HOTS (high order thinking skills) dan kaitannya dengan kemampuan literasi numerasi di sekolah dasar. Jurnal Riset Intervensi Pendidikan (JRIP), 4(1), 49–55.
Kartika Cahaya Phasa, 2020pengaruh model pembelajaran problem based learning terhadap kemampuan berpikir kritis siswa kelas IV dalam pembelajaran matematika
Lewy., Zulkardi., dan Aisyah N., 2009. Pengembangan Soal Untuk Mengukur Kemampuan Berpikir Tingkat Tinggi Pokok Bahasan Barisan dan Deret Bilangan di Kelas IX Akselerasi SMP Xaverius Maria Palembang. Jurnal Pendidikan Matematika, (Volume 3 No.2 Desember 2009); 4-6.
Lin, Y.-R., & Hung, J.-F. (2016). The Analysis and Reconciliation of Students’ Rebuttals in Argumentation Activities. International Journal of Science Education, 38(1), 130-155.
Liu, Q.-T., Liu, B.-W., & Lin, Y.-R. (2018). The Influence of Prior Knowledge and Collaborative Online Learning Environment on Students Argumentations in Descriptive and Theoretical Scientific Concept. International Journal of Science Education, 41(2), 165-187
Mardhiyah, R. H., F., S. N., C., F., Rizal, M., & Z. (2021). Pentingnya Keterampilan Belajar di Abad 21 sebagai Tuntutan dalam Pengembangan Sumber Daya Manusia. Jurnal Pendidikan, 12(1), 29–40
Mukhadis, A. (2013). Sosok ManusiaIndonesia Unggul dan Berkarakter dalam Bidang Teknologi Sebagai Tuntutan Hidup di Era Globalisasi. 1, 115.
N. B. Haka and D. Sari, “Pengaruh Model Problem Based Learning Dengan Metode Scaffolding Terhadap Kemampuan Pemecahan Masalah Dan Self Directed Learning Peserta Didik Biologi Kelas X SMA,” PROSIDING SEMINAR NASIONAL PENELITIAN DAN PENGABDIAN 2021, “Penelitian dan Pengabdian Inovatif pada Masa Pandemi Covid-19” 2, no. 1 (2021): 26.
Novianti, D., 2014. Analisis Kemampuan Berpikir Tingkat Tinggi Siswa dengan Gaya belajar Investigatif dalam Pemecahan Masalah Matematika Kelas VII di SMPN 10 Kota Jambi. Jurnal Pendidikan Matematika Universitas Jambi
Permendikbud. (2013). Nomor 81A Tahun 2013 lampiran IV. Jakarta: Permendikbud.
Pujianti Anik, “Penerapan Pendekatan STEAM Pada Materi Struktur Atom Terhadap Pemahaman Konsep Kimia,” Sinasis 1, no. 1 (2020): 258–261.
Pusparini, D., Suparno, S., & Sarosa, T. (2020). eachers’ Knowledge about Higher-order Thinking Skill and It’s Implementation in Teaching Reading Classroom: A Case Study in a Higher Secondary School in Indonesia. Edulingua: Jurnal Linguistiks Terapan Dan Pendidikan Bahasa Inggris, 7(2), 75–84.
Raudenbush, Stephen W, dkk., 1992. Teaching for Higher-Order Thinking in Secondary Schools: Effects of Curriculum, Teacher Preparation,and School Organization. Office of Educational Research and Improvement (ED). Washington, DC: Center for Research on the Context of Secondary School Teaching.
Sutanto, P. (2017). Panduan Implementasi Kecakapan Abad 21 Kurikulum 2013 di SMA. Kementerian Pendidikan Dan Kebudayaan.
Zohar, A., & Dori, Y.J. (2003). Higher order thinking skills and low achieving students: Are they mutually exclusivee. The Journal of The Learning Sciences, (12), pp.145-181.
Copyright (c) 2025 Nukhbatul Bidayati Haka, Devi Wahyu Ningsing, Anisa Oktina Sari Pratama, Hardiyansyah Masya, Ismi Rakhmawati
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with ISEJ: Indonesian Science Education Journal agree to the following terms:
- Authors retain copyright and grant the ISEJ: Indonesian Science Education Journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
_(3).png)
