Higher Order Thinking Skill Questions In Reading Comprehension Test Made By English Teacher Of Junior High School Based On The Implementation Of Merdeka Curriculum (A Descriptive Research On Smpn 01 Rejang Lebong)

Valentiyo, Rahmat and Hidayah, Jumatul and Edy, Sarwo (2024) Higher Order Thinking Skill Questions In Reading Comprehension Test Made By English Teacher Of Junior High School Based On The Implementation Of Merdeka Curriculum (A Descriptive Research On Smpn 01 Rejang Lebong). Sarjana thesis, Institut Agama Islam Negeri Curup.

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Abstract

The focus on reading as a foundational language skill in education is crucial, particularly in the Senior High School English curriculum outlined by the National Curriculum Board of Education. This curriculum emphasizes equipping students with the ability to comprehend various English text types, fostering knowledge acquisition through procedural, descriptive passages, narratives, and more. Teachers play a pivotal role in guiding students to engage deeply with texts by formulating thoughtful questions that stimulate critical thinking and active participation. The integration of Higher Order Thinking Skills (HOTS) questions within reading comprehension tests aligns with the "Merdeka Belajar" concept, aiming to enhance students' ability to analyze and evaluate information independently. This qualitative descriptive research investigates the implementation of HOTS questions in reading comprehension tests at SMPN 1 Rejang Lebong. The study aims to: 1. Determine the level of Higher Order Thinking Skills questions in reading comprehension tests created by English teachers at SMPN 1 Rejang Lebong. 2. Identify challenges faced by English teachers in crafting HOTS questions for reading comprehension tests at SMPN 1 Rejang Lebong. 3. Assess the extent to which HOTS questions in reading comprehension tests reflect Bloom's Taxonomy. Data collection involved analyzing reading comprehension tests administered by two English teachers at SMPN 1 Rejang Lebong, focusing on Grade 7. Findings reveal that the teachers incorporated six levels of HOTS—Recognizing, Interpreting, Executing, Differentiating, Critiquing, and Generating—in their test items, with emphasis on Understanding (Interpreting) and Creating (Generating) levels. Interviews with teachers highlighted challenges such as lack of competency in question creation, limited knowledge of HOTS concepts, and the use of negative statements in test questions. Analysis of test questions indicated a distribution across Bloom's Taxonomy levels, with a significant portion at the Analyzing (Differentiating), Evaluating (Critiquing), and Creating levels. These findings underscore the alignment of HOTS questions with Bloom's Taxonomy, emphasizing their role in stimulating critical thinking and preparing students for higher cognitive demands. Keywords: Reading comprehension, Higher Order Thinking Skills (HOTS), Bloom's Taxonomy, English curriculum, SMPN 1 Rejang Lebong

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Thesis (Sarjana)

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