The fullness of Higher Order Thinking Skills (HOTs) in Applied Science Textbooks of Vocational Schools

Abstract

Textbooks as a dominant learning source of HOTs have not been fulfilled which can influence the growth of HOTs in vocational students. Mix method explanatory HOT HOT design starting from the collection and analysis of quantitative data followed by qualitative data collection and analysis that builds on the initial results of the quantitative data. Analysis of the fulfillment of HOTs Indicators in Vocational High School Applied Science learning about “Material and its Changes” in BC 3.6 and 4 (four) Indicators and BC.4.6. with the percentage of cognitive level HOTs still at the level of analyzing (C4) of 62.9%, the level of evaluating (C5) of 14.3%, and the level of creating (C6) of 22.9%. The next 112 descriptors of the assessment component are based on 14 indicators and 8 Indicators HOTs, 21 material items, 9 self-ability tests, 20 Multiple Choice competency test questions, and 5 essay questions. With the recapitulation results of HOTs fulfillment of 30.4% high criteria, 42.9% medium criteria, and 26.8% low criteria. The fullness of HOTs Indicator by 50.7% in the study of the Applied Science Textbook of Vocational School/MAK Class X Semester I in KD.3.6 Analyzing the Material and its Changes and BC. 4.6 Conducting Experiments on Material Change and Mixed Separation. HOTs are difficult to identify in a short time because they are not instant, but can be identified through a series of HOTs activities by determining learning resources in textbooks and appropriate learning settings for developing high-level thinking habits.