Abstract :

The purpose of this study is to describe and find out the high-level thinking skills of IX grade students in solving PISA mathematical problems based on Bloom’s Taxonomy. The subjects in this study were 58 students drawn from several junior high schools and MTs in Banyuwangi district. The instrument used was a PISA test item that was loaded into the Indonesian PISA Center. The sampling technique is purposive random sampling with descriptive qualitative research methods. The data were analyzed using data collection techniques with the method of documentation, tests and interviews. The results of a high-level thinking study of class IX students in solving PISA mathematical problems based on Bloom’s Taxonomy found 1) the existence of subjects with moderate abilities that meet the analysis and evaluation stages and subjects with high abilities that meet the stages of analysis , evaluation and creation, 2) the existence of a hierarchical relationship between the abilities of analysis, evaluation, and creation means students can be said to be highly capable if they can complete and fulfill all three stages in a sequence.

---

Keywords :

Bloom's Taxonomy, High order thinking skills, Mathematics education, Students thinking skills.

---

References :

1. Istiyono, E., Mardapi, D., & Suparno, S. (2014). Pengembangan Tes Kemampuan Berpikir Tingkat Tinggi Fisika (Pysthots) Peserta Didik Sma. Jurnal Penelitian dan Evaluasi Pendidikan , 18 (1), 1–12.
2. Kurniati, D., Harimukti, R., & Jamil, NA (2016a). Kemampuan Berpikir Tingkat Tinggi Siswa SMP Di Kabupaten Jember Dalam Menyelesaikan Soal Berstandar Pisa. Jurnal Penelitian dan Evaluasi Pendidikan , 20 (2), 142.
3. (2013). Sekilas Pendidikan 2013: Indikator OECD . OECD.
4. Pratiwi, I. (2019). Efek Program Pisa Terhadap Kurikulum Di Indonesia. Jurnal Pendidikan dan Kebudayaan , 4 (1), 51.
5. Breakspear, S. (2014). How does PISA shape education policy making? Why how we measure learning determines what counts in education. Seminar Series, Centre for Strategic Education, (240), 1–16.
6. Whardani, S. (2005). Pembelajaran dan Penilaian Aspek Pemahaman Konse, Penalaran dan Komunikasi, Pemecahan Masalah. Yogyakarta: Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Matematika.
7. Andreas Schleicher (2019) PISA 2018: Insights and Interpretations; OEDC
8. Setiawan, H., & Lestari, NDS (2014). Soal Matematika Dalam Pisa Kaitannya Dengan Literasi Matematika Dan Keterampilan Berpikir Tingkat Tinggi . Prosiding Seminar Nasional Matematika, Universitas Jember
9. Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4)
10. Nora Dwijayanti, (2021) Pembelajaran Berbasis HOTS sebagai Bekal Generasi Abad 21 di Masa Pandemi, Kalam Cendekia: Jurnal Ilmiah Kependidikan 9(1)
11. Prasetyani, E., Hartono, Y., & Susanti, E. (2016). Kemampuan Berpikir Tingkat Tinggi Siswa Kelas Xi Dalam Pembelajaran Trigonometri Berbasis Masalah Di Sma Negeri 18 Palembang. Jurnal Gantang , 1 (1), 34–44.
12. Sastrawati, E., & Rusdi, M. (2011). Pembelajaran Berbasis Masalah, Strategi Metakognisi, Dan Keterampilan Berpikir Tingkat Tinggi Siswa . 1 (2), 14.
13. Kurniati, D., Harimukti, R., & Jamil, NA (2016b). Kemampuan Berpikir Tingkat Tinggi Siswa SMP Di Kabupaten Jember Dalam Menyelesaikan Soal Berstandar Pisa. Jurnal Penelitian dan Evaluasi Pendidikan , 20 (2), 142.