Teacher’s understanding of chemistry HOTs questions

This study investigated the aspect of higher-order thinking skills (HOTs) based on the teacher’s understanding test about the HOTS existence in chemistry questions. We surveyed the chemistry teachers to discover the teacher’s understanding to identify the chemistry questions as HOTs or Non-HOTs category. The study result showed that (1) according to the chemistry teachers, the construction of HOTs questions consisted of stimulus and were multi-concepts, (2) respondents were still confused in identifying the HOTs questions categorizing, (3) according to the respondent’s point of view, the HOTs criteria involves multi-concept material, contextual, has an inter-concept relation, stimulus, and (4) 100% respondents require the guidebook of HOTs questions writing in arranging the chemistry HOTs questions at the school to ease the HOTs questions making and to detect the questions categorized as HOTs or not.