Picture Of Higher Order Thinking Skills In Reading Literacy In Indonesia Based On PISA 2018

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Overview of Higher Order Thinking Skills in Reading Literacy in Indonesia based on PISA 2018

Introduction

Higher Order Thinking Skills (HOTS) or high-level thinking skills is the ability to think that includes analysis, evaluation, and creation. In the context of reading literacy, HOTS plays an important role in helping individuals build knowledge, skills, and strategies needed throughout their lives. Interaction with the environment and deep understanding of the text is also part of the development of reading literacy. This study focuses on the condition of high-level thinking skills in reading literacy in groups of students aged 14-18 years in Indonesia, based on data from the program for International Student Assessment (PISA) which is carried out by the Organization for Economic Co-Operation and Development (OECD) in the year 2018.

Methodology

In this study, the method used is a quantitative descriptive research method. The results showed that the majority of students in Indonesia had literacy skills in reading HOTS in the low category. Data shows that there are 6,240 female students and 5,858 male students participating in this study. This finding illustrates that although there are efforts to improve the quality of education in Indonesia, there are still big challenges that must be overcome to improve students' critical and analytical thinking skills, especially in reading literacy.

Factors Contributing to Low HOTS in Reading Literacy in Indonesia

The low condition of HOTS in reading literacy in Indonesia can be caused by several factors. One of them is the lack of teaching methods that encourage students to think critically and creatively. Many teaching in the classroom still focuses on mastery of information and memorization skills, without providing space for students to explore and apply their knowledge. This has an impact on the ability of students to analyze and evaluate the text being read.

In addition, environmental factors also play an important role. In many areas, access to quality and varied reading materials is still limited. Students often do not get the opportunity to interact with various types of texts, which will train them in critical thinking. HOTS-oriented education should be a priority, where educators are trained to deliver material that stimulates critical thinking and is able to present in-depth discussions in the classroom.

Efforts to Increase HOTS in Reading Literacy in Indonesia

Efforts to increase HOTS in reading literacy in Indonesia can be done by introducing teaching methods that are more interactive and based on problem solving. For example, through group discussion activities, text analysis, and research projects that allow students to collaborate and share ideas. The application of information technology can also be a means to expand student access to diverse reading sources.

Conclusion

Overall, the results of this study provide a clear picture of the condition of HOTS in reading literacy in Indonesia. By recognizing existing problems and challenges, it is hoped that more directed efforts can be made to improve the quality of education, especially in developing high-level thinking skills among students. Through the right approach, future generations in Indonesia can be more prepared to face increasingly complex global challenges.

Recommendations

Based on the findings of this study, the following recommendations are made:

  • Educators should be trained to deliver material that stimulates critical thinking and is able to present in-depth discussions in the classroom.
  • Teaching methods should be more interactive and based on problem solving, such as group discussion activities, text analysis, and research projects.
  • Access to quality and varied reading materials should be increased, and students should be given the opportunity to interact with various types of texts.
  • The application of information technology can be a means to expand student access to diverse reading sources.

Limitations of the Study

This study has several limitations, including:

  • The data used in this study is based on the PISA 2018 results, which may not reflect the current situation in Indonesia.
  • The study only focuses on students aged 14-18 years, and may not be representative of students of other ages.
  • The study only examines the condition of HOTS in reading literacy in Indonesia, and may not be generalizable to other countries.

Future Research Directions

Future research should focus on:

  • Examining the effectiveness of different teaching methods in improving HOTS in reading literacy.
  • Investigating the role of environmental factors in developing HOTS in reading literacy.
  • Developing and implementing HOTS-oriented education programs in Indonesia.

References

  • OECD (2019). PISA 2018 Results: What Students Know and Can Do.
  • Ministry of Education and Culture of the Republic of Indonesia (2019). National Education Policy.
  • World Bank (2019). Education in Indonesia: A Review of the System.
    Picture of Higher Order Thinking Skills in Reading Literacy in Indonesia based on PISA 2018 ===========================================================

Q&A: Higher Order Thinking Skills in Reading Literacy in Indonesia

Q: What are Higher Order Thinking Skills (HOTS) in reading literacy?

A: Higher Order Thinking Skills (HOTS) or high-level thinking skills is the ability to think that includes analysis, evaluation, and creation. In the context of reading literacy, HOTS plays an important role in helping individuals build knowledge, skills, and strategies needed throughout their lives.

Q: What is the current condition of HOTS in reading literacy in Indonesia?

A: The results of this study show that the majority of students in Indonesia have literacy skills in reading HOTS in the low category. This finding illustrates that although there are efforts to improve the quality of education in Indonesia, there are still big challenges that must be overcome to improve students' critical and analytical thinking skills, especially in reading literacy.

Q: What are the factors contributing to the low condition of HOTS in reading literacy in Indonesia?

A: The low condition of HOTS in reading literacy in Indonesia can be caused by several factors, including:

  • The lack of teaching methods that encourage students to think critically and creatively.
  • The focus on mastery of information and memorization skills, without providing space for students to explore and apply their knowledge.
  • Limited access to quality and varied reading materials.
  • Environmental factors that do not provide opportunities for students to interact with various types of texts.

Q: What are the efforts to increase HOTS in reading literacy in Indonesia?

A: Efforts to increase HOTS in reading literacy in Indonesia can be done by introducing teaching methods that are more interactive and based on problem solving, such as:

  • Group discussion activities.
  • Text analysis.
  • Research projects that allow students to collaborate and share ideas.
  • The application of information technology to expand student access to diverse reading sources.

Q: What are the recommendations for improving HOTS in reading literacy in Indonesia?

A: Based on the findings of this study, the following recommendations are made:

  • Educators should be trained to deliver material that stimulates critical thinking and is able to present in-depth discussions in the classroom.
  • Teaching methods should be more interactive and based on problem solving.
  • Access to quality and varied reading materials should be increased, and students should be given the opportunity to interact with various types of texts.
  • The application of information technology can be a means to expand student access to diverse reading sources.

Q: What are the limitations of this study?

A: This study has several limitations, including:

  • The data used in this study is based on the PISA 2018 results, which may not reflect the current situation in Indonesia.
  • The study only focuses on students aged 14-18 years, and may not be representative of students of other ages.
  • The study only examines the condition of HOTS in reading literacy in Indonesia, and may not be generalizable to other countries.

Q: What are the future research directions?

A: Future research should focus on:

  • Examining the effectiveness of different teaching methods in improving HOTS in reading literacy.
  • Investigating the role of environmental factors in developing HOTS in reading literacy.
  • Developing and implementing HOTS-oriented education programs in Indonesia.

Q: What are the implications of this study for education policy in Indonesia?

A: The findings of this study have implications for education policy in Indonesia, including:

  • The need to improve the quality of education, especially in developing high-level thinking skills among students.
  • The importance of introducing teaching methods that are more interactive and based on problem solving.
  • The need to increase access to quality and varied reading materials, and to provide opportunities for students to interact with various types of texts.