Abstrak
ABSTRACT Anisa Rahma Nada (2316.114). An Analysis of Higher Order Thinking Skills (HOTS) in Teacher Developed Test at The Tenth Grade Students of SMA 1 Canduang. 2019/2020. Higher order thinking skills are important to apply in learning, particularly in making questions tested for students. Higher order thinking skills are a cognitive process which encompasses; analysis, evaluation, and create. In accordance with the 2013 curriculum, the questions made for the high school level must achieve the stage of create of the cognitive process. This research was triggered by several problems. First, the school already applies 2013 curriculum, which the teacher should be able to developed test that can instruct student HOTS. Second, the school already got some training for the teacher in order to increase teacher ability in designing HOTS in assessing students learning outcome. Third, Teachers are often stuck on the selection of operational verbs in formulating an indicator of items. This research was purpose to identify and find out the distribution of Higher Order Thinking Skills in Teacher Developed Test at The Tenth Grade Students of SMA 1 Canduang. The objective of this research is to get empirical evidence of the distribution of the higher order thinking skill based on the revised edition of Bloom‟s Taxonomy in the teacher develop question of the English subject which is prepared for the tenth grade of senior high school student. In this research, the researcher used descriptive qualitative research. The researcher used the content analysis method because the researcher identifies specified characteristics of the material in the test. The researcher used items test question and the analysis card as the data sources and the observation sheet of document analysis for collecting and analyzing the data to find out the result of the research. This research found that the teachers’ questions did not include create of the cognitive process. After doing the analysis of the data, the researcher finds that the higher order thinking level only obtains 14 out of 70 item test questions (20%) while the lower order thinking level obtains 56 out of 70 item test questions (80%). It can be conclude that the distribution of the higher order thinking level is lower than the lower order thinking level. As the focus of this research, the distribution of the higher order thinking skill looks like: the analyze skill obtains the highest distribution by obtaining 12 out of 70 item test questions (17.14%) while the evaluate skill is in the second place by obtaining 2 out of 70 questions (2.85%) and the create skill obtains null distribution. It shows that the distribution of the higher order thinking skill in item test questions from the teacher-developed tests is unequal. It does not treat the higher order thinking skill properly, particularly the create skill which does not exist in the item test questions. It only gives more emphasis on the analyze skill by obtaining the highest number among the three skills in higher order thinking level. Key words: Higher Order Thinking Skills, Teacher Developed Test