| Autor: |
Zana, Firdha Mahrifatul, Sa'dijah, Cholis, Susiswo |
| Předmět: |
|
| Zdroj: |
AIP Conference Proceedings; 2024, Vol. 3049 Issue 1, p1-13, 13p |
| Abstrakt: |
This study aims to explore the obstacles experienced by Mathematics teachers when aligning the cognitive level between assessment and curriculum to develop Higher Order Thinking Skills (HOTS) for high school students. This study adopted an exploratory qualitative design. The participants were chosen from 13 Mathematics teachers dan two vice principals of curriculum in two high schools in East Java, Indonesia, namely Nganjuk District and Malang City. The participants involved in this study were mathematics teachers who arranged assessments that were not aligned with the cognitive level of the curriculum. Data were collected from Focus Group Discussion (FGD) and semi-structured interviews. Data analysis was carried out by looking for the specific themes, then we found the relationship between sub-themes to attain the best understanding of the findings. Our findings indicate that there are four obstacles experienced by teachers: 1) the general and complex assessment system, 2) the knowledge and ability of teacher, 3) heterogeneous classes and students' ability to solve HOTS-based problem, and 4) implementation of learning process and reporting assessments. The study findings can be used as material to develop a prototype of the alignment of assessments and curriculum to improve the quality of teaching practices. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
|
