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All Journal Journal of Economic Education and Entrepreneurship Studies
Sudarman Sudarman
Universitas Mulawarman, Indonesia
Economics, Econometrics & Finance Other

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Students' Thinking Skills in Solving HOTS Standardized Problems Based on the SOLO Taxonomy of Economics Subjects at Senior High School Seri Ningsih; Riyo Riyadi; Sudarman Sudarman; Vitria Puri Rahayu
Journal of Economic Education and Entrepreneurship Studies Vol. 6 No. 1 (2025)
Publisher : Department of Economics Education, Faculty of Economics, Universitas Negeri Makassar

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Abstract

This study aims to analyze the thinking skills of students in solving Higher Order Thinking Skills (HOTS) standardized problems based on the Structure of Observed Learning Outcomes (SOLO) taxonomy in economics subjects at the senior high school level. The research was conducted at SMA Negeri 1 Sangasanga with a qualitative descriptive approach. Participants were 31 students from class XI.3 who selected economics as their specialized subject. Data were collected using written test instruments that consisted of HOTS-oriented economic problems and were analyzed through stages of data reduction, data display, and conclusion drawing or verification. The findings revealed that students’ thinking abilities were varied and aligned with multiple levels of the SOLO taxonomy. None of the students were categorized at the Pre-structural level. A total of 8 students (26%) were at the Uni-structural level, indicating the ability to recall and identify basic concepts. Nineteen students (61%) achieved the Multi-structural level, demonstrating the ability to process multiple aspects independently. Meanwhile, 6 students (13%) reached the Relational level, showing the capacity to integrate and apply concepts holistically. These results suggest that while most students have developed foundational analytical skills, there remains a need for learning strategies that enhance deeper, integrative thinking to advance toward higher SOLO levels such as Extended Abstract.
Understanding Achievement Motivation Among Scholarship Recipients in Higher Education Dela Wulandari; Riyo Riyadi; Ratna Fitri Astuti; Sudarman Sudarman
Journal of Economic Education and Entrepreneurship Studies Vol. 6 No. 3 (2025)
Publisher : Department of Economics Education, Faculty of Economics, Universitas Negeri Makassar

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Abstract

This study explores the dynamics of achievement motivation among scholarship recipients in a higher education context. Although scholarships are generally expected to enhance academic motivation and support students’ needs, many recipients perceive that financial assistance alone does not directly strengthen their motivation to achieve. Using a qualitative descriptive design, data were collected through in-depth interviews with five scholarship beneficiaries. The data were analyzed using a systematic process of reduction, presentation, and conclusion drawing. The findings reveal that, in terms of choice, scholarships function not only as financial support but also as catalysts that strengthen students’ motivation, sense of responsibility, and academic focus. Persistence is shaped by internal factors such as personal aspirations, family values, and responsibility, as well as external factors including financial stability, routine mentoring, and performance expectations. In the dimension of effort, scholarship recipients demonstrate structured learning strategies, consistent study habits, and increased engagement in academic improvement activities. Overall, the study highlights that scholarships play a multidimensional role extending beyond financial assistance by fostering responsibility, perseverance, and disciplined learning behavior. These insights contribute to a deeper understanding of motivational mechanisms among students receiving financial aid and underline the importance of integrated academic and mentoring support within scholarship programs.
Co-Authors Dela Wulandari Ratna Fitri Astuti Riyo Riyadi Seri Ningsih Vitria Puri Rahayu