H igher. O T rder. hinking.

S Vs K-
kills.

13
Presented by: Lecturers:
Indah Pratiwi Harahap Prof. Sofendi, M.A., Ph. D.
Agung Kuriawan Soni Mirizon, M.A., Ed.D.
Fatimah Tisa
 21st Century Learning : Learning • Critical Thinking
And • Creativity
Innovation
• To Know • Communication
Skills
• To Do • Collaboration
• To Be
• To Live Together

Core subjects
21st
Century • Flexibility
Context • Initiative
• Leadership
Life and • Social Skill
Digital Career
Literacy
• Cross-cultural
Skills
• Productivity
• ICT Literacy • Accountability
• Information Media • Life-long learner
 Curriculum
PISA 64 out of 72 (2015) 2013
70 out of 72 (2013)
Preparing students to
Indonesian students were not encounter every challenge
capable to solve contextual of the modern era.
questions, that require reasoning,
argumentation and creativity. Focusing on the development
of high-order thinking skills
(HOTS)
3
Revised by Anderson & Krathwohl (2001)

HOTs
MOTs
LOTs
4
5
 Curriculum 2013
 Multiple Choice
 Problem-Based
 Matching Learning
 Short answer
 Inquiry/Discovery
 Essay Learning
 Project  Project-Based
 Portfolio Learning
Knowledge &
Application Reasoning
Understanding

Cognitive Level,
PUSPENDIK, (2015)
 It measures the ability to:
 Transfer a concept to another concept
 Process and applying information
 Find out relationship among various
information
 Use the information to solve problem
 Evaluate information critically

“Difficulty is not the same as High-Order

Thinking”
 Characteristics of HOTs Questions:
 Measure the ability to think critically, and
minimalize remembering and understanding
aspect
 Contextual problem-based
 Interesting stimulus
 Unfamiliar/ always different and changing/
unique

“Difficulty is not the same as High-Order

Thinking”
 How to design the stimulus:
 Choose information in form of picture/
graphics/ table/ text/ conversation about a
case
 Choose case/problem that is contextual and
interesting (latest issue)

“Difficulty is not the same as High-Order

Thinking”
 Learning Model in Curriculum 2013
Discovery Learning Syntax:
1) Stimulation;
2) Problem Statement;
3) Data Collection;
4) Data Processing;
5) Verification, and
6) Generalization
Project-Based learning
1) Start with the Essential Question
2) Design a Plan for the Project
3) Create a Schedule
4) Monitor the Students and the
Progress of the Project
5) Assess the Outcome
6) Evaluate the Experience
Inquiry Learning Syntax:
1) Problem orientation;
2) Formulating the problem
3) Formulating hypothesis
4) Collecting data
5) Testing hypothesis
6) Formulating conclusion
Problem-Based Learning, Arends
(2012):
1) Student orientation to the problem
2) Organize students
3) Individual and group research guide
4) Develop and present the work
5) Analyze and evaluate the problem-
solving process
Product-Based Learning
The syntax
1. Planning the product;
2. Carry out the production process;
3. Evaluate products (carry out
quality control),
4. Develop a marketing plan.
(G. Y. Jenkins, Hospitality, 2005)
Benefits for school
1. Produce competent students.
2. Save spending on practical needs.
3. Get financial income so that
schools are more independent.
4. As media promotion for schools.
Benefits for
students:
1. Students get practical
training for more needs, so that
their skills will be better.
2. Passing grades on certain
basic competencies are based
on products that can be
accepted by DUDI.
3. Apply various competencies
directly in making products.
4. Students are ready to go
directly both in DUDI and open
business opportunities after
graduating.
Benefits for
teachers
1. Teacher can apply
applicable and enjoyable
learning.
2. Teacher skills increase .
3. Teachers apply
entrepreneurial spirit and earn
income independently.
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1. Provide a brief explanation.
6. Provide opportunities for students to
2. Get used to providing answers to
find problems independently.
questions from students with questions
7. Provide opportunities for students to
that encourage students to think.
formulate problems.
3. Each learning unit begins with a
8. Provide opportunities for students to
problem ending with a problem solving
formulate solutions.
formula.
9. Encourage students to compile MIND
4. Bring students to the reality that exists
MAPPING (systematic knowledge in
in society.
the brain in pictures, diagrams,
5. Encourage students to uncover
symbols, equations) of what has just
mastered knowledge that is important
been learned.
for solving current problems.
HOTs-Oriented
Teacher
1. Explain too much.
2. Provide the problems directly to students.
3. Provide too many answers directly to what is asked.
4. Criticize what students say, either answers or statements.
5. Cut off the explanation of students.
6. Say the words that have the meaning of demeaning,
harassing or insulting students.
 Thanks!
Let’s Do Discuss

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Discussion Session
Nais Saraswati
1. How to make HOTs questions about descriptive text?
2. Is HOTs is different to K-13?

Dian Fitriani
1. How to implement problem and project learning in elementary
school students?

Ira Audina Pratiwi

1. What does stimulus mean, and does it always appear in K-13?

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Discussion Session
In 2013 curriculum, it emphasizes the use of HOTs both in teaching and
learning process, and question and assessment.
However, it doesn’t imply that in K-13 we cannot deny the importance of LOTs.
So that, in making assessment of K-13 we cannot make all of the assessment
as HOTs, we have to combine LOTs and HOTs. How about the percentage?
There is no fix percentage, and the main point is that not all material can be
made into HOTs questions. It is still depended on the material and the base
competence of the material.
Moreover, to decide what kind of model of learning that is suitable for the
material, we have to consider the base competence again. Different base
competence need different kind of learning model.
Additionally, in K-13 learning model, teacher in the beginning of the lesson
always uses stimulus to make the student engaged and interested in learning
process. The stimulus can be in any form, it can be in the form of question
problem given by teacher, or video. The main point is that the stimulus can
enhance students motivation and willingness to learn. 16