A Higher-Order Thinking Skills (HOTS)-Oriented Assessment Management Model for History Learning to Strengthen Historical Literacy in State Senior High Schools in Ambon City, Maluku

Bety Diana Serly Hetharion; Jenny Koce Matitaputty; Samuel Michael Wattimury

doi:10.63922/ijevss.v5i02.3745

Bety Diana Serly Hetharion Universitas Pattimura, Ambon, Indonesia
Jenny Koce Matitaputty Universitas Pattimura, Ambon, Indonesia
Samuel Michael Wattimury Universitas Pattimura, Ambon, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i02.3745

Keywords: Assessment Management; History Learning; Higher Order Thinking Skills (HOTS); Historical Literacy

Abstract

History education plays a crucial role in shaping students' understanding of the past and developing critical, analytical, and creative thinking skills. The Higher Order Thinking Skills (HOTS)-oriented assessment management model in history learning is considered effective in strengthening students' historical literacy, particularly in the context of Maluku, which has a long and rich history. This study aims to explore the application of the HOTS-based assessment management model in history learning at SMA Negeri Kota Ambon and its impact on students' historical literacy. This research employs a qualitative approach with a case study design involving observations, in-depth interviews, and document analysis. The results indicate that the implementation of the HOTS assessment model has enhanced students' abilities in analysis, synthesis, and application of historical knowledge, while also strengthening their understanding of the historical context of Maluku. In conclusion, the HOTS-based assessment management model significantly contributes to the enhancement of students' historical literacy and enriches their history learning experience, although challenges related to adaptation and student readiness still need to be addressed.

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