From C3 to HOTS: Does Academic Achievement Relate to Pre-Service Mathematics Teachers’ Decision-Making Outcomes in Geometry Task Development?

Suwarno Suwarno (Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember)
Afifah Nur Aini (Univesitas Islam Negeri Kiai Haji Achmad Siddiq Jember)

Jurnal Tadris Matematika
Vol. 8 No. 2 (2025)

The ability to develop Higher Order Thinking Skills (HOTS) questions is an important competency that pre-service mathematics teachers must master. However, it is not yet known whether academic achievement reflected in the Grade Point Average (GPA) is related to this ability. This study aims to analyze the relationship between students’ GPA levels and their success in transforming C3-level geometry question into HOTS Problem at levels C4 (analyzing), C5 (evaluating), and C6 (creating) based on the Revised Bloom’s Taxonomy. This study used a quantitative approach with a correlational design involving 70 students who had taken courses related to mathematics evaluation and learning. GPA data were categorized into three levels (low, moderate, high) based on normative references using the mean and standard deviation, while success in developing HOTS questions was categorized nominally (success/unsuccessful). Data analysis used the chi-square test with the Monte Carlo method. The results showed that there was no significant relationship between GPA categories and success in developing HOTS questions at all cognitive levels (C4: p = 0.647; C5: p = 1.000; C6: p = 1.000).