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All Journal English Language Teaching Educational Journal Journal of Vocational Education Studies ETERNAL: English Teaching Journal
Widi Pratolo, Bambang
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Arts Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Analysis of Higher Order Thinking Skills (HOTs) in English Final Examination Questions at Junior High School Lestari, Esti Sapta; Widi Pratolo, Bambang
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.892

Abstract

The development of students' Higher Order Thinking Skills (HOTs) is emphasized in the Indonesian educational system. The aim of this research was to examine the HOTs found in the English final exam questions for the 2023–2024 academic year at private schools in Yogyakarta. The test questions were categorized into higher-order thinking skills (HOTs) and lower-order thinking abilities (LOTs) using the updated Bloom's taxonomy framework. The purpose of this study is to determine how much final examination questions at private junior high schools for the academic year 2023–2024 foster higher-order thinking abilities and to pinpoint areas that could use development in order to better support the curriculum objectives. Qualitative content analysis design was used in this research. The data resources of this research were the final exam test questions for the academic year 2023–2024. The revised Bloom’s taxonomy framework was used to analyze the data. The findings of this research indicated that the test questions demand more HOTs-type questions since the exams are predominantly LOTs-type questions. Most of the test questions (46.7%) are about applying questions, followed by comprehending (37.8%) and analysis (15.5%). The results revealed that the exam questions lacked HOTs-type questions.
From Traditional to Modern: A Bibliometric Analysis of Vocational Education, Collaboration as the Key to Transformation and Quality Anwari, Hamdan; Sulisworo, Dwi; Widi Pratolo, Bambang
Journal of Vocational Education Studies Vol. 8 No. 2 (2025): Vol 8 No 2
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/joves.v8i2.12838

Abstract

This study aims to analyze the transformation of vocational education from the traditional approach to the modern model through a bibliometric approach. This study maps the development of research related to vocational education in the one past decade, focusing on publication trends, collaboration between authors, and their relevance to the Sustainable Development Goals (SDGs), especially SDG 4 (Quality Education). Data was obtained from 749 studies analyzed using the PRISMA 2020 method and data visualization such as co-authorship, network, overlay, and density. The results show that digital transformation, technology integration, and collaboration between educational institutions, industry, and the government are the main factors in improving the quality of vocational education. The increase in the number of publications and citations reflects the global attention to curriculum innovation and technology-based learning. This research confirms that multidisciplinary collaboration and adaptation to the needs of the job market are essential to produce a highly qualified workforce. The policy implications of these findings show the need to restructure the vocational curriculum to be in line with the challenges of Industry 4.0 and Society 5.0.
Revolution or Ruin? Systematic Insights into the Redefinition of the Teacher Book Widi Pratolo, Bambang; Anwari, Hamdan; Purwanti, Eko; Fatimah, Nur; Soviyah, Soviyah; Nuryana, Zalik
English Language Teaching Educational Journal Vol. 8 No. 3 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v8i3.15138

Abstract

This study investigates the redefinition of the teacher book across nearly two decades (2006-2025) with the objective of tracing its conceptual evolution, theoretical contestations, and disciplinary reinterpretations. The research employed a systematic literature review following the PRISMA 2020 protocol, focusing on Scopus-indexed publications. An initial 74 records were identified, and after applying inclusion criteria (English-language, open access, research articles), 28 documents were analysed as the final corpus.The results indicate that the teacher book has undergone three significant shifts: (1) its early construction as a prescriptive instrument ensuring curricular compliance but constraining teacher creativity, (2) its contestation as both a pedagogical guide and a barrier to teacher autonomy within the discourse of innovative and student-centered learning, and (3) its transformative reinterpretation as a digital and cultural artefact, enabling collaborative, reflective, and context-based teaching practices. This trajectory illustrates that the teacher book operates not merely as a technical manual but as a dynamic discursive field where educational ideologies and practices intersect.Research implications highlight the necessity of situating the teacher book within critical pedagogy, constructivism, and digital literacy frameworks, as well as recognizing its dual role in reinforcing and challenging educational orthodoxies. Practical implications underline the need for teachers to adopt adaptive and critical use of teacher books, for curriculum designers to integrate technological and cultural responsiveness into their development, and for policymakers to encourage evidence-based resources that support creativity, critical thinking, and 21st-century competencies.
Co-Authors Hamdan Anwari, Hamdan Lestari, Esti Sapta Nur Fatimah Nuryana, Zalik Soviyah, Soviyah