Analysis of Prospective Catholic Religious Education Teachers Ability in Compiling Higher-Order Thinking Skills (HOTS) Assessment Questions in the Merdeka Curriculum
DOI:
https://doi.org/10.51454/jet.v7i3.1004Keywords:
HOTS, Independent Curriculum, Catholic Religious Education, prospective teachers, higher-order thinking assessmentsAbstract
This study aims to analyze the ability of prospective Catholic Religious Education teacher students to develop questions based on Higher Order Thinking Skills (HOTS) in accordance with the principles of the Curriculum Merdeka at the elementary and secondary school levels. This study employed a descriptive mixed-methods design. The subjects of this study were prospective Catholic Religious Education teacher students at STAKat Negeri Pontianak who had taken the learning evaluation course. Data were collected using HOTS question document assessment rubrics, structured questionnaires, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using the Miles and Huberman interactive model. The results showed that only 27% of the questions developed by students fully met HOTS criteria, 49% were in the sufficient category, and the remaining 24% were still at the low cognitive level (C1-C3). Students experienced difficulties, particularly in designing authentic and life-relevant stimulus contexts and formulating higher-order operational verbs (C4-C6). Factors influencing these abilities included understanding the Merdeka Curriculum, practical experience in lectures, and mastery of pedagogical competencies.
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