Evaluation of the implementation of pedagogic competence in the development of hots learning tools
Case study analysis
Keywords:
HOTS, Case Study, Pedagogical competence, Evaluation, Learning toolsAbstract
Starting with the problem of low pedagogic competence of teachers in developing learning tools based on Higher Order Thinking Skills (HOTS), which is characterized by dependence on internet sources, lack of contextual adjustment, and lack of continuous assistance. This study aims to evaluate the implementation of teachers' pedagogic competence in the development of HOTS learning tools. This study uses a qualitative approach with a single case study design. Data were collected through in-depth interviews, observations, and document analysis, with participants consisting of teachers, deputy heads of curriculum, and school principals. The results of the study show that although teachers have become aware of the importance of HOTS-based learning, their implementation still faces obstacles such as curriculum changes, time limitations, and differences in abilities between teachers. Efforts to improve through supervision and routine training have been carried out, but they have not been optimal. The findings of this study indicate the need for intensive mentoring programs and policies that support the development of teachers' pedagogic competencies in a sustainable manner.
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