Abstract:
The Teacher is one of the factors of the success in implementing high-order thinking-oriented learning so that students can think at a higher level. In fact, students' high-order
thinking skills are still low, so teachers’ perceptual information is needed. This study aims to describe the perception of mathematics teachers on HOT-oriented learning from the aspects of (1) curriculum, (2) books, (3) training, and (4) learning activities carried out. The research method used was a survey with a quantitative descriptive approach. The population of this study was 29 state junior high school mathematics teachers in North Banjarmasin Subdistrict. Data was collected through questionnaires and analyzed using a Likert scale, percentage, and mode. The results obtained showed that mathematics teachers had the following perceptions: (1) positive for the 2013 curriculum, (2) positive for books that were HOT oriented but negative for examples in textbooks easily understood by students, (3) positive for training material that had been followed, (4) positive that planning is needed to construct HOT criteria, increase questioning activities, express opinions, foster creativity, and students' critical thinking skills, but negatively increase the activity of observation, student experimentation, and scheduled timelines.
Description:
The mathematics teacher's perception in Banjarmasin Utara Sub-district is as follows: (1) Positive that the 2013 curriculum is useful in developing HOT; (2) Positive that student and teacher books can improve the effectiveness of HOT students in the learning process. It is negative that the examples in the textbook are easy for students to understand; (3) Positive for the 2013 curriculum training material that was once attended by the teacher about the training material compiled the questions that developed HOT students; (4) Positive that HOTS oriented learning needs to be planned, students often ask more questions, express more responses, and foster creativity as well as critical students when
implementing learning. Negative to the activities of observation, experimentation, and according to the scheduled time when conducting education
