Higher Order Thinking Skill of IX Grade Students in Solving Mathematics Problems Based on Bloom's Taxonomy

: 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.


I. INTRODUCTION
The quality of Human Resources (HR) is influenced by one factor, namely Education.Quality human resources are the demands of the Asean Economic Community (AEC) in facing the era of globalization.Improving the quality of education comes from improving the quality of learning.Improving the quality of learning can be started by setting appropriate learning objectives [1].According to Kurniati et al., [2] quality human resources have critical, systematic, logical, creative thinking, and a willingness to work together effectively.Human resources who have these thoughts come from school education institutions.One of the fields of science that plays an important role in the world of education is mathematics.
Understanding of mathematics plays an important role in the younger generation who live in modern society.Situations encountered in daily life and challenges in personal, work, social, and scientific aspects, including in a professional context.They require some level of understanding of mathematics, mathematical reasoning and mathematical tools.Thus, it is important to have an understanding of the extent to which students are sufficiently prepared to apply mathematics in solving problems [3].
PISA (The Program for International Student Assessment) is a program initiated by countries that are members of the OECD (Organization for Economic Cooperation and Development).The subject of the PISA assessment consists of basic literacy tests in reading, mathematics, and science without looking at national curriculum [4] .The target was only tested on students aged 15 years and selected by random sampling.The subject is believed to be able to describe the quality of education in a country.This can be seen from the response of the mass media covering the official results of PISA in each participating country [5].
The ability to apply concepts in PISA questions is required to be applicable in various situations.Whardani, [6] argues that PISA questions are very demanding of reasoning and problem solving skills.A student is said to be able to solve a problem if he can apply previously acquired knowledge to a new, unfamiliar situation.This ability is what we usually know as higher order thinking skills.
Based on the results of the 2018 PISA survey for the mathematics category, Indonesia is ranked 7th from the bottom, namely 73 out of 79 countries with an average score of 379.Indonesia is above Saudi Arabia which has an average score of 373.Then in first place is still occupied by China with an average scoreaverage 591 [7] .These results make it clear that the ability of Indonesian students to solve questions that require higher-order thinking processes is still lacking.In working on PISA questions students are required to have the ability to analyze, evaluate, and create [8].According to Krathwohl, [9] in A revision of Bloom's Taxonomy, states that indicators for measuring higher-order thinking skills include analyzing (C4), namely the ability to separate concepts into several components and relate one another to gain an understanding of the concept as a whole, evaluate ( C5) namely the ability to determine the degree of something based on certain norms, criteria or standards, and to create/create (C6) namely the ability to combine elements into a new form that is whole and wide, or to make something original.Kemdikbud, [10] also argues that higherorder thinking skills are an educational reform concept based on taxonomic learning.The level of thinking ability is divided into two, namely low level and high level.One of the domains proposed by Bloom is the cognitive domain.The other two domains, namely affective and psychomotor, have their own levels.According to research by Prasetyani et al. [11], Low-level thinking skills include the domains of knowledge, understanding, and application/application.Meanwhile, higher-order thinking skills cover the realm of analyzing, evaluating, and creating.
According to Bloom, higher-order thinking skills are the most abstract skills in the cognitive domain and are indispensable in the learning process [12] .Therefore, improvements and updates are needed in the educational aspect to increase the PISA score and realize the quality of human resources in Indonesia.What needs to be done is to know and recognize the abilities of Indonesian students, so as to facilitate the development of students' abilities [13].
Based on the description that has been presented, the purpose of this study is to describe and determine the high-level thinking skills of class IX students in solving mathematical problems using the PISA model based on Bloom's Taxonomy.This research is expected to be useful in providing information related to the quality of students' higher-order thinking skills in mathematics, so that it can help improve students' HOTS abilities to improve PISA score levels and can help advance education in Indonesia.

II. METHOD
The type of research used is descriptive qualitative research.In the early stages of this research, namely the preliminary activity stage.At this stage, the researcher determined the research area/place which included one of the SMP/MTs in Banyuwangi.After the research place is determined, the researcher determines the research subject.The research subjects were 58 class IX students of SMP and MTs in Banyuwangi, A study must have valid research instruments.The instrument includes PISA test questions, indicator rubrics and interview guidelines.Then the instrument is validated to the validator.If the instrument is valid, then the instrument can be used for the research or data collection stage.At this stage it is carried out by conducting tests on standardized PISA questions to determine students' high-level thinking skills based on Bloom's Taxonomy.
After the test was carried out, in the end interviews were conducted with students to obtain data from the aspects of analysis, evaluation and creation.The next stage is data analysis.at this stage the results of student answers from the PISA test questions and interviews that have been conducted will be analyzed.This analysis aims to describe students' high-level thinking skills based on Bloom's Taxonomy C4 (analysis), C5 (evaluation), and C6 (creation).After that, do the categorization of high, medium, and low HOTS levels.

Research subject
The research subjects were 58 class IX students of SMP and MTs in Banyuwangi, with a sample of 2 students.Sampling used a purposive random sampling technique, namely students were selected to be research subjects based on several considerations.These considerations include: 1) 15 years old, 2) The subject's ability to work on test questions and interviews, and 3) Is the result of discussions and recommendations from math teachers who teach the subject, especially for students who communicate easily.

Research Instruments
Order thinking tests, interview guides, and recording devices.The test questions are in the form of 1 PISA question regarding linear equation material quoted from a collection of PISA questions published in the Indonesia PISA Center.The interview guide in this study was conducted in depth ( in depth interview ), freer, and semi-structured in nature so that researchers could develop their own questions to ask to obtain complete data.Instrument test questions used in research can be seen in Figure 1.This study used data collection techniques with documentation, tests and interviews.The results of the tests or data in this study will be the material to be analyzed regarding higher order thinking skills in solving PISA questions based on Bloom's taxonomy.

ISSN: 2581-8341
The higher-order thinking indicators used in this study have gone through the validation stage which can be seen in table 1.As for the HOTS level categorization stage, it can be seen in table 2. Data analysis techniques are carried out by: 1) Data collection, 2) Data reduction, the research data are summarized and focused on important things according to the research topic, namely higher order thinking skills 3) Presentation of data, data is presented in the form of narrative text that is well organized and coherent so that it is easy to see, read and understand, 4) Conclusion.

III. RESULTS AND DISCUSSION
In this section, the results and discussion of the research are presented in the form of test results and student interviews in solving PISA questions based on Bloom's Taxonomy on linear equation material.The questions used to measure students' higherorder thinking skills were PISA model math questions that had been validated previously.The following is a description of each research subject.

Test Result of Subject 1
As seen in Figure 2, subject 1's thinking ability level based on Bloom's Taxonomy is at C5 level (evaluating).Subject 1 was able to solve questions at the evaluating level well.Subject 1 knows all the elements in the problem and is able to exemplify elements with a variable.This can be seen in the interview excerpt as follows.

Researcher : can you solve the problem? Subject 1 : can Researcher : what does this mean? Subject 1
: it is assumed that the rectangle is x and the hexagon is y Researcher : why should we assume x and y? Subject 1 : because usually x and y are used Researcher : is it permissible to use other variables, such as j and k? Subject 1 : maybe you can Researcher : why is it crossed out?Subject 1: I think there is length and breadth.But that turned out to be high Based on the results of the interview above, we can see that subject 1 was able to assume a rectangular tower with the x variable and a hexagonal tower with the y variable.Subject 1 uses x and y because he is familiar with these variables, so subject 1 is hesitant to use other variables.The level of subject 1's thinking ability is also at level C4 (analyzing).Based on the interview above, we can see that subject 1 is able to analyze the questions by looking at the pictures, so that they can structure or divide the known and asked tower heights and subject 1 is able to recognize and distinguish towers with rectangular and hexagonal shapes.Subject 1 assumes that the height of tower 3 is half of the height of tower 2, meaning 19/2meters = 8,5meters.
Even if you look back, tower 2 and tower 3 have a different flat shape.Tower 2 has 3 hexagons and 2 rectangles, while tower 3 has 1 hexagon and 2 rectangles.Subject 1 did not realize that at first glance the height of tower 2 and tower 3 had the same form ratio, but if calculated using a formula in mathematics, the heights of towers 2 and 3 were not comparable.Based on the interview above, subject 1 did not use the x and y analogy for the rectangles and hexagons that he had done earlier.
Because Subject 1 still believes that by looking at the picture, the height of tower 3 is half of the height of tower 2, so it ignores the x and y example.Subject 1 did not re-check the answers that were done, because subject 1 already felt confident with the answer.The third tower height value obtained by subject 1 is 8.5 meters.

Test Result of
The search was continued with interviews as follows Researcher : hen what's the point of assuming a rectangle and a hexagon with the variables x and y? Subject 1 : none Researcher : why?Subject 1 : because by looking at the picture you get results Researcher : did you check back the answers you have done?Subject 1 : no Researcher : why?Subject 1 : because I think it's correct Researcher : Are you sure about your answer?Subject 1 : sure

Table 1 .
Higher Order Thinking Indicators Characteristics

Components of Higher Order Thinking Characteristics of Bloom's Taxonomy Indicator
AnalyzingC4 Analyze .The ability to separate concepts into several components and relate them to each other to gain an understanding of the concept as a wholea.Analyze the questions by looking at the pictures, so that they can structure or divide the known and asked tower