Teacher's Ability in Making Higher-Order Thinking Skill Questions in 21st Century Historical Subjects

Abstract

This article aims to determine the ability of history subject teachers in making HOTS (Higher Order Thinking Skills) based questions. The method used in this paper is a literature study, the use of relevant sources that are used as data sources to broaden the perspective in this pape21st-century learning requires higher-order thinking skills including critical thinking, communication, collaboration, ion and creativity known as the 4Cs. The teacher in this case plays an important role in encouraging the cognitive growth of students through history learning. One way that can be done is through HOTS (Higher Order Thinking Skills) based assessments, where the questions made by the teacher must be able to improve the cognitive abilities of students in terms of analyzing, evaluating, and creating. Higher Order Thinking Skills (HOTS) based questions can help students discern ideas or opinions, learn more deeply, argue well, solve problems, construct explanations, make hypotheses, and understand complex things more clearly.