Dwita Laksmita Rachmawati, Oikurema Purwati, Syafi’ul Anam, Slamet Setiawan
Implementing HOTS in teaching and learning activities is essential for students to compete globally. It requires teachers to engage their learners to accelerate their higher stage thinking skills during their class activities. Nevertheless, there has been no comprehensive investigation of EFL teachers’ knowledge and practices in implementing HOTS in the classroom. This research addressed teachers’ conceptions about HOTS in the EFL classroom by analyzing interviews and 13 items of a questionnaire with the secondary level teachers in East Java, Indonesia. To analyze the data, the researchers focused on bringing all data together to understand further how the participants conceptualize HOTS and how HOTS are perceived to be endorsed in learning activities. Although the participants aware that incorporating HOTS is closely intertwined with English subjects and curriculum, this research shows that the teachers’ understanding of HOTS is still inadequate. In other words, this research suggests that Indonesian EFL teachers need to deepen their knowledge of HOTS. There is a compelling argument calling for immediate training for educators to improve pedagogical practice in implementing HOTS, especially in the teaching and learning phase. © 2021. All Rights Reserved.
Universitas Negeri Surabaya, Indonesia & Universitas Merdeka Pasuruan, Indonesia; Universitas Negeri Surabaya, Indonesia
