INDONESIAN LANGUAGE TEACHERS' COMPETENCE IN DEVELOPING HOTS-BASED LESSON PLANS


Authors

(1) * Ainur Rahman   (Universitas Sebelas Maret Surakarta)  
        Indonesia
(2)  Muhammad Rohmadi   (Universitas Sebelas Maret Surakarta)  
        Indonesia
(3)  Kundharu Saddhono   (Universitas Sebelas Maret Surakarta)  
        Indonesia
(*) Corresponding Author

Abstract


Education evolves globally, and integrating HOTS into the curriculum is crucial to fostering critical thinking, problem-solving, and creativity among students. This study explores Indonesian language teachers' competence in developing and designing lesson plans based on higher-order thinking Skills (HOTS). Teachers express a need for professional development, with a particular emphasis on training in assessment techniques and instructional strategies that promote higher-order thinking. Additionally, the study identifies key strategies for improving HOTS integration, including collaborative planning, the use of interactive learning activities, and the alignment of assessments with HOTS objectives.This research adopts a case study approach, combining qualitative interviews with teachers and quantitative analysis of lesson plan documents.The findings reveal that while Indonesian language teachers demonstrate foundational competence in curriculum design, there are significant challenges in effectively implementing HOTS-based lesson plans. Teachers express a need for professional development, with a particular emphasis on training in assessment techniques and instructional strategies that promote higher-order thinking. The results highlight the importance of supporting teachers through continuous professional training and providing clear guidelines to enhance HOTS-based lesson plan development. This research contributes to the understanding of the challenges and opportunities in aligning language teaching with 21st-century skills in Indonesia



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References


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