Cognitive Analysis and Student Response to Contextual-Based HOTS Questions on Plant Morphology Materials

Abstract

This study aims to analyze the cognitive abilities and responses of elementary school students to contextually-based higher order thinking skills (HOTS) on plant morphology materials. The research approach used was a mixed exploratory method, with one student in grade IV elementary school in Surabaya for qualitative data (think aloud) and 25 students in Lamongan for quantitative data (written test). The instruments used were contextual-based HOTS questions developed through expert validation and limited trials. Data collection techniques include observation, interviews, documentation, and tests. Qualitative data were analyzed thematically, while quantitative data were analyzed using descriptive statistics and reliability (α = 0.76). The results showed that students experienced increased cognitive engagement when faced with problems associated with the context of daily life, such as familiar plants. The students' responses showed that analytical thinking skills began to develop, although evaluative abilities were still limited. Students' thinking processes are more structured when they receive visual stimulus and verbal guidance through think aloud techniques. However, some students have difficulty understanding scientific terms, which shows the need for language adjustments in the preparation of questions. Research has also found that students with previous observational and discussion experiences tend to give more complex and reflective answers. These findings underscore the importance of developing HOTS questions that take into account local contexts, cognitive developmental stages, and student learning experiences. The research recommends the integration of contextual-based learning and HOTS assessment in the elementary school science curriculum. HOTS questions not only serve as an evaluation tool, but also as a means to train critical and reflective mindsets from an early age. Thus, this approach supports the strengthening of 21st century competencies at the basic education level.