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This Author published in this journals
All Journal Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics Curricula: Journal of Curriculum Development
Galang Adhitia Mahardhika
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media

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Analyzing HOTS Labeled Questions in An EFL Fifth Grade Elementary School Textbook Galang Adhitia Mahardhika; Yanty Wirza; Faksi Rana Al-Kahfi; Ahmad Dindang Mababaya
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 10 No. 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1983

Abstract

The textbook used for fifth grade elementary students in an elementary school in Kuningan, West Java claims to offer Higher Order Thinking Skill (HOTS) questions on the cover of the textbook and some questions have been labeled as HOTS questions. This research investigated the validity of this claim, analyzing the levels of cognitive domain of each question to determine whether the labeled questions are truly HOTS questions or Lower Order Thinking Skills (LOTS) questions. This study conducted qualitative research with document analysis of HOTS labeled questions in the textbook entitled “Modul Pembelajaran Bina Prestasi Bahasa Inggris Kelas 5 Untuk SD/MI'' published by CV Larassukma which were analyzed using a revised Bloom’s taxonomy framework. Additionally, an interview with a fifth grade English teacher was conducted to explore the teacher's perspective regarding the HOTS questions in the textbook. The results revealed that most labeled HOTS questions are in fact LOTS questions (90.9%), with a majority covering Remembering (C1), followed by Understanding (C2), and Applying (C3). Only two questions were qualified as HOTS, particularly Creating (C6) questions (9.1%). The teacher's perspective mirrored these findings, indicating the inconsistency between the textbook's claims with its actual content, also discussing the textbook’s effectiveness and the teacher’s approach for implementing HOTS in the classroom. This study provides valuable insights for teachers, curriculum designers, textbook creators, and publishers, emphasizing the need for accurate representation of HOTS in educational materials to enhance the quality of future education.
Analyzing HOTS Labeled Questions in An EFL Fifth Grade Elementary School Textbook Galang Adhitia Mahardhika; Yanty Wirza; Faksi Rana Al-Kahfi; Ahmad Dindang Mababaya
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 10 No. 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1983

Abstract

The textbook used for fifth grade elementary students in an elementary school in Kuningan, West Java claims to offer Higher Order Thinking Skill (HOTS) questions on the cover of the textbook and some questions have been labeled as HOTS questions. This research investigated the validity of this claim, analyzing the levels of cognitive domain of each question to determine whether the labeled questions are truly HOTS questions or Lower Order Thinking Skills (LOTS) questions. This study conducted qualitative research with document analysis of HOTS labeled questions in the textbook entitled “Modul Pembelajaran Bina Prestasi Bahasa Inggris Kelas 5 Untuk SD/MI'' published by CV Larassukma which were analyzed using a revised Bloom’s taxonomy framework. Additionally, an interview with a fifth grade English teacher was conducted to explore the teacher's perspective regarding the HOTS questions in the textbook. The results revealed that most labeled HOTS questions are in fact LOTS questions (90.9%), with a majority covering Remembering (C1), followed by Understanding (C2), and Applying (C3). Only two questions were qualified as HOTS, particularly Creating (C6) questions (9.1%). The teacher's perspective mirrored these findings, indicating the inconsistency between the textbook's claims with its actual content, also discussing the textbook’s effectiveness and the teacher’s approach for implementing HOTS in the classroom. This study provides valuable insights for teachers, curriculum designers, textbook creators, and publishers, emphasizing the need for accurate representation of HOTS in educational materials to enhance the quality of future education.
Kurikulum bahasa Inggris MATATAG Filipina: Analisis dokumen berbasis Tyler Ahmad Dindang Mababaya; Rojab Siti Rodliyah; Galang Adhitia Mahardhika
Curricula: Journal of Curriculum Development Vol. 5 No. 1 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i1.94494

Abstract

The Philippine MATATAG Curriculum has prompted discussions of implementation challenges based on early teachers' experiences; however, the internal design coherence of the English curriculum guide remains underexamined. This study aims to evaluate the internal alignment of the MATATAG English curriculum guide using Tyler’s curriculum development model and to identify design strengths and limitations across its objectives, content direction, organization of learning experiences, and evaluation guidance. The study employs qualitative document analysis of the MATATAG English curriculum guide (Grades 4 and 7), mapping relevant statements and sections to Tyler’s four guiding questions and organizing evidence in an analytic matrix to trace alignments, gaps, and internal tensions. Findings suggest that the guide generally reflects a coherent objectives-content-organization-evaluation logic, supported by clear standards, spiral progression with vertical and horizontal articulation, and an emphasis on authentic and formative assessment. The areas for improvement remain, particularly in the operational clarity of learning strategies, the provision of more concrete assessment exemplars, and the articulation of implementation supports for resource-diverse and linguistically varied classrooms. These results offer insights to help educators and policymakers refine MATATAG English enactment across Philippine school contexts.
Co-Authors Ahmad Dindang Mababaya Ahmad Dindang Mababaya Faksi Rana Al-Kahfi Rojab Siti Rodliyah Yanty Wirza