<![CDATA[The low ability of Higher Order Thinking Skills (HOTS) of students in ecosystem material is a crucial problem in science learning in elementary schools. This study aims to map in depth the profile of HOTS abilities of fifth grade students in ecosystem material reviewed from the cognitive domains of analyzing (C4) and evaluating (C5). The study used a descriptive qualitative approach with a case study type. The sample consisted of 30 fifth grade students of Kaligayam 1 Elementary School, Klaten Regency, who were selected through a purposive sampling technique. Data collection was carried out through a HOTS diagnostic test in the form of 10 essay questions and semi-structured interviews with 8 selected students. Data analysis followed the interactive model of Miles, Huberman, and Saldaña. The results showed that students' HOTS abilities were classified as low with an average score of 52.3 and 60% of students were in the Low to Very Low category. The main findings indicate a significant gap between C4 (55.8) and C5 (47.1) abilities, and the highest failure rate occurred in the subtopic of the impact of human activities (73.3%) caused by conceptual misconceptions, neglect of the role of decomposers, and weak systemic thinking. This study concludes that the root of the low HOTS lies in learning that is still LOTS-oriented. The contribution of this study is to provide a specific diagnostic map of student weaknesses in each HOTS cognitive indicator, which can be a basis for teachers in designing more focused and differentiated HOTS-based science learning. The low ability of Higher Order Thinking Skills (HOTS) of students in ecosystem material is a crucial problem in science learning in elementary schools. This study aims to map in depth the profile of HOTS abilities of fifth grade students in ecosystem material reviewed from the cognitive domains of analyzing (C4) and evaluating (C5). The study used a descriptive qualitative approach with a case study type. The sample consisted of 30 fifth grade students of Kaligayam 1 Elementary School, Klaten Regency, who were selected through a purposive sampling technique. Data collection was carried out through a HOTS diagnostic test in the form of 10 essay questions and semi-structured interviews with 8 selected students. Data analysis followed the interactive model of Miles, Huberman, and Saldaña. The results showed that students' HOTS abilities were classified as low with an average score of 52.3 and 60% of students were in the Low to Very Low category. The main findings indicate a significant gap between C4 (55.8) and C5 (47.1) abilities, and the highest failure rate occurred in the subtopic of the impact of human activities (73.3%) caused by conceptual misconceptions, neglect of the role of decomposers, and weak systemic thinking. This study concludes that the root of the low HOTS lies in learning that is still LOTS-oriented. The contribution of this study is to provide a specific diagnostic map of student weaknesses in each HOTS cognitive indicator, which can be a basis for teachers in designing more focused and differentiated HOTS-based science learning.]]>
