Research Article
HOTS Problem Posing on Mathematics Pre-service Teachers
@INPROCEEDINGS{10.4108/eai.7-8-2019.2288426, author={Isnaeni Umi Machromah and Rini Setyaningsih and Christina Kartika Sari and Annisa Swastika and Mufti Khoirunnisa}, title={HOTS Problem Posing on Mathematics Pre-service Teachers}, proceedings={Proceedings of the 4th Progressive and Fun Education International Conference, Profunedu 2019, 6-8 August 2019, Makassar, Indonesia}, publisher={EAI}, proceedings_a={PROFUNEDU}, year={2019}, month={10}, keywords={hots pre-service teacher problem posing}, doi={10.4108/eai.7-8-2019.2288426} }- Isnaeni Umi Machromah
Rini Setyaningsih
Christina Kartika Sari
Annisa Swastika
Mufti Khoirunnisa
Year: 2019
HOTS Problem Posing on Mathematics Pre-service Teachers
PROFUNEDU
EAI
DOI: 10.4108/eai.7-8-2019.2288426
Abstract
Higher order thinking skills is one of the most popular issue in Indonesia’s education as at this recent time the government made new regulation that learning process should include HOTS concept especially on problem-solving questions. Thus, there are many innovation, implementation, and research related to HOTS problems solving. It is, however, still lack both of implementation and research related to how teacher or pre-service teacher could arrange HOTS problems. In this paper, we present new perspective of HOTS problem based on pre-service teacher’s ability to design it. The novelty of this perspective is that teacher and pre-service teacher should have ability to pose HOTS problems, while most of research discuss the implementation of HOTS in learning as well its problem solving. This descriptive qualitative research conducted at mathematics pre-service teacher joining Assessment and Evaluation of Students Achievement class. Besides, the data was collected by test given for students and validated by researcher triangulation. Then, the data was analyzed by reduction, presentation, and conclusion. The result showed that most of pre-service teacher could not arrange HOTS problems. In fact, their perspective of HOTS problems was wrong. Moreover, 10 pre-service teachers could design HOTS problems with various characteristics
