ANALYSIS HOTS QUESTIONS IN ENGLISH LKS BASED ON BLOOM’S TAXONOMY

Nailul Khusnah, Hamiddin Hamiddin, Dzurriyyatun Ni'mah

Abstract


Abstract: This study examines the alignment between claimed Higher Order Thinking Skills (HOTS) questions in Grade 4 English worksheets and Bloom's Revised Taxonomy within Indonesia's Merdeka Curriculum. Through systematic analysis of 40 HOTS-labeled questions from a widely-used student worksheet (Wijaya & Wijayanti, 2022), the research reveals a significant discrepancy: 100% of questions were classified as Lower Order Thinking Skills (LOTS), with 95% at the Understanding level and 5% at Applying level. The investigation focuses on two key aspects: cognitive level validation and question format analysis. Findings demonstrate that multiple-choice dominance (72.5%) and limited contextual complexity fundamentally contradict HOTS criteria. The study provides actionable recommendations for curriculum-aligned material development, emphasizing the need for authentic scenario-based questions and teacher capacity building. These findings contribute to ongoing efforts to improve the quality of elementary English teaching materials in Indonesia's evolving educational landscape.

Key Words: HOTS validation, Bloom's taxonomy, material development, cognitive rigor


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References


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