Analysis of HOTS content in the science process skill Students and Teachers Handbook of the Merdeka Curriculum Irham Nugroho(a,b*), Insih Wilujeng(c), Pujaningsih(b), Muis Sad Iman(a), Witanti(a), Ani Arifah(a)
(a) Fakultas Agama Islam, Universitas Muhammadiyah Magelang
*irhamnugroho[at]unimma.ac.id
(b) Fakultas Ilmu Pendidikan dan Psikologi, Universitas Negeri Yogyakarta (Indonesia)
(c) Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Yogyakarta (Indonesia)
Abstract
The implementation of science process skills and HOTS in the science subject in elementary schools is to involve children in various scientific processes, from learning theory, practicum, research, and making projects. Evaluation of science learning is currently still focused on mastering basic concepts and skills, which is carried out through written tests or conceptual knowledge tests. Although several schools have tried to evaluate using questions based on science process skills and HOTS, the items in elementary schools are still focused on the final result and do not emphasize the underlying process. This is characterized by questions that are only related to remembering definitions, facts, and concepts without exploring science process skills and HOTS. This qualitative research aims to understand the phenomenon of the research subject comprehensively through descriptions of sentences in specific natural situations. A content analysis is performed to generate repeatable and valid conclusions. The topic was the content of science process skills and HOTS from the books of teachers and students for the Independent Curriculum class IV SD/MI Science subject. Documentation techniques are used to read and record books, and findings are recorded carefully. The result is the content of science process skills and HOTS from the book Center for Curriculum and Books of the Research and Development Agency and Books of the Ministry of Education, Culture, Research, and Technology, Jalan Gunung Sahari Raya No. 4, Central Jakarta. The most important indicators of science process skills are the observation of essential questions (PE), group exercises (LB), and let^s reflect (MR). Students are asked to name the parts of the plant body, understand the function of each part, and relate the function of these body parts to what plants need to grow, stay healthy, and reproduce. For HOTS, the most common sequences are creative on essential questions (PE), let^s try (MM), and let^s reflect (MR). Students are given literacy assignments to do, told to take test glasses and make observations, and then asked to compare their results with the results of their group mates. Involve students in group discussions by asking them to talk about other methods they know could be used. The results of this study can be used to develop an assessment system that can be used to train teachers to help students develop science process skills and higher-order thinking skills (HOTS) while studying.
Keywords: Science Process Skills, Higher Order Thinking Skills, Science Lessons in Elementary Schools
