Analysis of Conceptual Understanding, Digital Literacy, Motivation, Divergent of Thinking, and Creativity on the Teachers Skills in Preparing Hots-based Assessments

Widana, I Wayan and Sumandya, I Wayan and Sukendra, I Komang and Sudiarsa, I Wayan (2020) Analysis of Conceptual Understanding, Digital Literacy, Motivation, Divergent of Thinking, and Creativity on the Teachers Skills in Preparing Hots-based Assessments. Journal of Advance Research in Dynamical & Control Systems, 12 (8). pp. 459-466. ISSN 1943-023X

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Abstract

The low achievement of Indonesian students in international studies (PISA, TIMSS, and PIRLS) which measures high-order thinking skills (HOTS) in solving contextual problems, become a serious problem in improving the quality of education in Indonesia. Teachers should be able to facilitate students to have sufficient knowledge and experience to improve students' higher order thinking skills through the provision of HOTS-based assessments. This study aimed to analyze the skills of high school (SMA) / vocational high school (SMK) mathematics teachers to develop HOTS-based assessments in terms of conceptual understanding, digital literacy, motivation, divergent of thinking, and creativity. This research was survey research. The study population was SMA / SMK mathematics teachers in the provinces of Bali, NTB, and NTT. Sampling was done by using cluster random sampling technique, with a total sample of 400 teachers. The research data were collected using questionnaire. Data were analyzed using path analysis technique using SPSS 23.0 program. The results of data analysis showed that: (1) understanding the HOTS concept had direct positive effect on digital literacy, (2) understanding the HOTS concept had direct positive effect on creativity, (3) digital literacy had direct positive effect on creativity, (4) motivation had direct positive effect on creativity, (5) divergent of thinking haddirect positive effect on creativity, (6) understanding of the HOTS concept had direct positive effect on the ability of teachers to compile HOTS-based assessments, (7) digital literacy had a direct positive effect on the ability of teachers to compile HOTS-based assessments, (8) motivation had a direct positive effect on the ability of teachers to compile HOTS-based assessments, (9) divergent of thinking had direct positive effect on the ability of teachers to compile HOTS-based assessments, (10) creativity had direct positive effect on the ability of teachers to compile HOTS-based assessments.

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