THE PERCEPTION, KNOWLEDGE AND BEHAVIOUR OF TEACHERS CONCERNING HOTS (HIGHER ORDER THINKING SKILLS) IN 2013 CURRICULUM

Ardini, Sukma Nur and Sutoyo, - (2018) THE PERCEPTION, KNOWLEDGE AND BEHAVIOUR OF TEACHERS CONCERNING HOTS (HIGHER ORDER THINKING SKILLS) IN 2013 CURRICULUM. Universitas PGRI Semarang.

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Abstract

This study aims at finding out teachers’ perception, knowledge and behaviour of higher order thinking skill (HOTS) in 2013 curriculum and also finding out learning model mostly applied by the teachers. It is a descriptive qualitative study which involves 12 English teachers of SMA N 10, SMA N 12, SMA N 14, SMA N 15, and SMA N 8 of Semarang as the participants. Observation gave the information about early perception, knowledge, and behaviour of the teachers toward HOTS in 2013 curriculum then those data were closely identified by the result of the questionnaire which gave the information in the form of numbers and percentage of the average scoring then those are supported by the interview result. The result showed that the teachers’ perception, knowledge and behavior is very good (5%), good (85%), and enough (10%). Then, it needs to be improved, it is not enough to have this level of perception, knowledge and behaviour to achieve the 21st century skills. Problem based learning (70%) is the most used learning models among other (each 10%). It relates to teachers’ perception that problem based learning suits learning English language where problem comes first then the students find out the answer/ solution. That is the reason why not all of learning models can be easily applied in the classroom. The researchers suggest that the urgency of conducting HOTS workshop is very high. Teachers need to improve their HOTS in order to be able to support their students. The time allotment used in applying every learning models need to be reconsidered by the government. Students need to know English as soon as possible so the vocabulary horizon they have in high school is applicable. Key words: 2013 curriculum, HOTS, project based learning, problem based learning, discovery learning, inquiry learning

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