IDENTIFIKASI SOAL HIGHER ORDER THINKING SKILLS PADA ASESMEN SUMATIF MATA PELAJARAN IPAS DI FASE B SD NEGERI 075110 LASARA BERUA
DOI:
https://doi.org/10.51878/teaching.v6i4.15380Keywords:
HOTS, asesmen sumatif, IPAS, Fase B, Taksonomi BloomAbstract
IPAS summative assessment should measure not only basic knowledge but also students’ higher-order thinking skills (Higher Order Thinking Skills/HOTS). This study aims to analyze the distribution and proportion of HOTS and Lower Order Thinking Skills (LOTS) items and describe the cognitive characteristics of IPAS summative assessment items in Phase B at SD Negeri 075110 Lasara Berua. This study employed a qualitative approach with a descriptive design through document analysis. The primary data consisted of 39 IPAS summative assessment items from grades III and IV for the first semester of the 2025/2026 academic year, while structured interviews with teachers were used as supporting data. Data were analyzed using content analysis based on the Revised Bloom’s Taxonomy through unitization, coding, categorization, tabulation, and interpretation. The results showed that 38 items (97.43%) were classified as LOTS, while only 1 item (2.57%) was classified as HOTS. The items were dominated by remembering, understanding, and applying levels, whereas analyzing, evaluating, and creating were minimally represented. These findings indicate that the IPAS summative assessment has not yet adequately measured higher-order thinking skills. The findings highlight the need to strengthen teachers’ competence in developing contextual HOTS-based assessment items appropriate for Phase B learners.
ABSTRAK
Asesmen sumatif IPAS perlu mengukur tidak hanya penguasaan pengetahuan dasar, tetapi juga keterampilan berpikir tingkat tinggi (Higher Order Thinking Skills/HOTS). Penelitian ini bertujuan menganalisis distribusi dan proporsi soal HOTS dan Lower Order Thinking Skills (LOTS) serta mendeskripsikan karakteristik level kognitif soal asesmen sumatif IPAS pada Fase B SD Negeri 075110 Lasara Berua. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif melalui studi dokumentasi. Data utama berupa 39 butir soal asesmen sumatif IPAS semester ganjil tahun pelajaran 2025/2026 dari kelas III dan IV, sedangkan wawancara terstruktur dengan guru digunakan sebagai data pendukung. Analisis data dilakukan menggunakan analisis isi (content analysis) berdasarkan Taksonomi Bloom Revisi melalui tahap unitisasi, pengodean, kategorisasi, tabulasi, dan interpretasi. Hasil penelitian menunjukkan bahwa 38 butir soal (97,43%) berada pada kategori LOTS dan hanya 1 butir (2,57%) berada pada kategori HOTS. Soal didominasi level mengingat, memahami, dan mengaplikasikan, sedangkan menganalisis, mengevaluasi, dan mencipta masih sangat terbatas. Temuan menunjukkan bahwa asesmen sumatif IPAS belum proporsional dalam mengukur keterampilan berpikir tingkat tinggi. Kondisi ini menegaskan perlunya penguatan kompetensi guru dalam menyusun soal berbasis HOTS yang kontekstual dan sesuai karakteristik Fase B.
Downloads
References
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman Inc.
Arta, G. Y. (2024). Asesmen dalam pendidikan: Konsep, pendekatan, prinsip, jenis, dan fungsi. Jurnal Pendidikan, Bahasa dan Budaya, 3(3), 170–190. https://doi.org/10.55606/jpbb.v3i3.3925
Bingham, A. J. (2023). From data management to actionable findings: A five-phase process of qualitative data analysis. International Journal of Qualitative Methods, 22, 1–20. https://doi.org/10.1177/16094069231183620
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
Cheung, K. K. C., & Sonkqayi, G. (2025). Students’ science achievement in cognitive domains: Effects of practical work and clarity of instruction. Research in Science & Technological Education, 43(1), 191–208. https://doi.org/10.1080/02635143.2023.2261014
Creswell, J. W. (2007). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). SAGE Publications, Inc.
Dahal, N., Neupane, B. P., Pant, B. P., Dhakal, R. K., Giri, D. R., Ghimire, P. R., & Bhandari, L. P. (2024). Participant selection procedures in qualitative research: Experiences and some points for consideration. Frontiers in Research Metrics and Analytics, 9, 1–13. https://doi.org/10.3389/frma.2024.1512747
Fai, M. S., Kasmawati, & Ardi, R. (2025). Penerapan pembelajaran High Order Thinking Skill (HOTS) pada mata pelajaran IPA siswa kelas V SDN 23 Kendari. Journal of Humanities, Social Sciences, and Education, 1(5), 111–131. https://doi.org/10.64690/jhuse.v1i5.252
Faridah, S., & Kuntoro, K. (2025). Model pengembangan asesmen HOTS dalam keterampilan menulis teks prosedur fase D. Jurnal Cakrawala Pendidikan dan Biologi, 2(4), 130–140. https://doi.org/10.61132/jucapenbi.v2i4.908
Gibbs, G. R. (2007). Analyzing qualitative data. SAGE Publications, Ltd.
Handayani, I., Mustikaati, W., Anazah, Zakiyyan, F., & Robiah, S. (2025). Pemahaman perkembangan kognitif anak sebagai kunci pembelajaran yang efektif. Socius: Jurnal Penelitian Ilmu-Ilmu Sosial, 2(10), 260–265. https://doi.org/10.5281/zenodo.15447142
Harefa, E. (2025). Implementasi pendekatan TPACK berbantuan Liveworksheet terhadap motivasi belajar dan berpikir kritis peserta didik dalam pembelajaran sains di sekolah dasar. Innovative: Journal of Social Science Research, 5(4), 2015–2025. https://doi.org/10.31004/innovative.v5i4.20438
Harefa, E. (2026). Perceptions of pre-service elementary teachers toward the use of Artificial Intelligence (AI) in science portfolio creation. Priviet Social Sciences Journal, 6(1), 691–701. https://doi.org/10.55942/pssj.v6i1.1422
Harefa, E., & Gulo, H. (2024). Three-dimensional science animation implementation and spatial ability for science concept reconstruction: A gender-based education study. JPI (Jurnal Pendidikan Indonesia), 13(1), 24–34. https://doi.org/10.23887/jpiundiksha.v13i1.68005
Harefa, E., & Zega, N. A. (2026). Analysis of the effectiveness of using AI-generated instructional videos through problem-based learning model on reconstruction of fundamental science concepts. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: E-Saintika, 10(1), 179–194. https://doi.org/10.36312/e-saintika.v10i1.3602
Jamel, S., & Nair, S. M. (2024). Analysing primary students’ performance in HOTS and LOT mathematics questions according to gender. Science and Technology Publications, Pamir 2023, 811–814. https://doi.org/10.5220/0012508300003792
Jihannita, J., Prasetyo, Z. K., & Wilujeng, I. (2023). How to prepare HOTS to face the 21st century? Jurnal Penelitian Pendidikan IPA, 9(8), 486–492. https://paperity.org/p/343656806/how-to-prepare-hots-to-face-the-21st-century
Kementerian Pendidikan Dasar dan Menengah. (2025a). Kementerian Pendidikan Dasar dan Menengah.
Kementerian Pendidikan Dasar dan Menengah. (2025b). Pembelajaran dan asesmen. Badan Standar, Kurikulum, dan Asesmen Pendidikan.
Krippendorff, K. (2019). Content analysis: An introduction to its methodology. SAGE Publications, Inc.
Lim, W. M. (2025). What is qualitative research? An overview and guidelines. Australasian Marketing Journal, 33(2), 199–229. https://doi.org/10.1177/14413582241264619
Marinda, L. (2020). Teori perkembangan kognitif Jean Piaget dan problematikanya pada anak usia sekolah dasar. An-Nisa’: Jurnal Kajian Perempuan dan Keislaman, 13(1), 116–152. https://annisa.lppmuinjember.com/index.php/annisa/article/view/26
Markhamah, N. (2021). Pengembangan soal berbasis HOTS (Higher Order Thinking Skills) pada Kurikulum 2013. Jurnal Pendidikan Indonesia, 1(2), 385–418. https://journal.rumahindonesia.org/index.php/njpi/article/view/32
Miller, E. A., Li, T., Chen, I.-C., Krajcik, J., & Kelly, S. C. (2025). Designing for and investigating elementary students’ cognitive flexibility, science, and literacy achievement in project-based science learning. Disciplinary and Interdisciplinary Science Education Research, 7(13), 1–15. https://doi.org/10.1186/s43031-025-00131-1
Ningsi, A., & Shaleh. (2024). Problematika penerapan asesmen berbasis HOTS (Higher Order Thinking Skills) di sekolah dasar. SAP (Susunan Artikel Pendidikan), 8(3), 447–455. https://doi.org/10.30998/sap.v8i3.20998
Nirmala, Z., Remiswal, & Khadijah. (2024). Analisis soal asesmen sumatif pembelajaran fiqih ditinjau berdasarkan tipe HOTS menggunakan taksonomi Bloom. Jurnal_ep, 14(1), 11–20. https://ejournal2.undiksha.ac.id/index.php/jurnal_ep/article/view/3709
OECD. (2014). PISA 2012 results in focus: What 15-year-olds know and what they can do with what they know. OECD Publishing.
OECD. (2024). PISA 2022 technical report. OECD Publishing.
Piaget, J. (1964). Cognitive development in children: Development and learning. Journal of Research in Science Teaching, 2(3), 176–186. https://doi.org/10.1002/tea.3660020306
Prasetyo, R., Harsiati, T., & Mashfufah, A. (2022). Analisis soal penilaian akhir semester 1 sekolah dasar ditinjau dari level HOTS dan LOTS. 3(2), 211–215. https://ejournal.nusantaraglobal.ac.id/index.php/jige/article/view/396
Putri, E., & Fatmawati, L. (2024). Analysis of high order thinking skills (HOTS) in objective test questions for science learning material in fourth grade elementary school. International Journal of Learning Reformation in Elementary Education, 3(03), 137–144. https://doi.org/10.56741/ijlree.v3i03.624
Rahayu, S., & Alsulami, N. M. (2024). Assessing higher order thinking skills of the 21st century learners using socio-scientific issues as a context. AIP Conference Proceedings, 070009. https://doi.org/10.1063/5.0214793
Rianti, R., Aziz, Z. A., & Aulia, M. (2024). Incorporating higher order thinking skills into English summative assessments. English Review: Journal of English Education, 12(1), 353–360. https://doi.org/10.25134/erjee.v12i1.9301
Sarkawi, N. I., Omar, M., Kamaruzaman, F. M., Zuber, M., & Majid, M. Z. A. (2023). Teacher’s readiness in implementing higher order thinking skills and its challenges. International Journal of Academic Research in Business and Social Sciences, 13(12), 3739–3745. https://hrmars.com/IJARAFMS/article/view/20220/Teachers-Readiness-in-Implementing-Higher-Order-Thinking-Skills-and-its-Challenges
Setiawati, W., Asmira, O., Ariyana, Y., Bestary, R., & Pudjiastuti, A. (2019). Buku penilaian berorientasi higher order thinking skills. Direktorat Jenderal Guru dan Tenaga Kependidikan Kementerian Pendidikan dan Kebudayaan.
Shrivastava, S. R., & Shrivastava, P. S. (2023). Data collection process in qualitative research: Challenges and potential solutions. Medical Journal of Dr. D.Y. Patil Vidyapeeth, 16(3), 443–445. https://doi.org/10.4103/mjdrdypu.mjdrdypu_871_21
Suharjuddin, S., & Nurbayti, R. (2025). Analisis penerapan soal HOTS pada penilaian tengah semester siswa kelas V sekolah dasar. Jurnal Cahaya Edukasi, 3(3), 31–36. https://doi.org/10.63863/jce.v3i3.59
Suhelayanti, S. Z., Rahmawati, I., Tantu, Y. R. P., Kunusa, W. R., Suleman, N., Nasbey, H., Tangio, J. S., & Anzelina, D. (2023). Pembelajaran ilmu pengetahuan alam dan sosial (IPAS). Yayasan Kita Menulis.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
