The Influence of Gender on History Students High-Order Thinking Skills (HOTS) in Historiography Coursesry
Lukitaningsih

Universitas Negeri Medan

Abstract

The importance of gender equality and enhancing the quality of history education, particularly in developing higher-order thinking skills (HOTS), forms the central focus of this research. By examining the differences in HOTS between male and female history students in the Historiography course, this study aims to provide valuable insights for improving teaching strategies. The findings are expected to inform interventions leading to more optimal and inclusive educational outcomes.

This research investigates the influence of gender on the higher-order thinking skills (HOTS) of history students in the Historiography course. Employing a quantitative research method, this study involved 79 students (2023 cohort) from the History Education Department. Questionnaires and tests were used to measure the dependent variable: the HOTS of history students. Test scores and exam grades served as indicators of HOTS. Data analysis utilized the independent samples t-test to compare the average HOTS scores between male and female students. Both parametric and non-parametric statistical techniques were applied using SPSS. The results indicated a significant difference in HOTS based on gender in the Historiography course. Analysis of the questionnaires revealed differing response tendencies across gender indicators, although some indicators showed similar trends. The independent samples t-test yielded significance (p) values of 0.013 and 0.014, both less than 0.05, leading to the conclusion that the hypothesis of a difference in HOTS levels between male and female students in the Historiography course is supported.

Keywords: Gender, HOTS, Historiography

Topic: Economics, Social and Early childhood Education