Bloom’s Taxonomy Analyze Category: The Analysis of Students’ Analytical Skills Based on Gender
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Aug 30, 2022
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Abstract
This study aims to describe students' analytical skills based upon gender differences. Bloom's Taxonomy analyze category is the basis for determining the level of analytical skills. According to Bloom's Taxonomy, analytical skills consist of three cognitive processes: differentiating, organizing, and attributing. This type of research was qualitative, with the research subject as many as six students on the number material. This research was conducted on seventh-grade students at one of the junior high schools (SMP) in South Sumatra. Research subjects were determined reached from the results of initial mathematical abilities consisting of two students with high initial abilities, two medium early abilities, and one low initial ability. The study's results revealed that students’ analytical skills of girls were better than boys. Girls fulfill all cognitive processes of analytical skills. In contrast, in solving number problems, boys only achieve some of the cognitive analytical skills process.
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How to Cite
Kuncoro, K. S., Harini, E., & Trimono, D. (2022). Bloom’s Taxonomy Analyze Category: The Analysis of Students’ Analytical Skills Based on Gender. Unnes Journal of Mathematics Education, 11(2), 156-165. https://doi.org/10.15294/ujme.v11i2.58473
References
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Ahmad, A., & Sehabuddin, A. (2017). Komparasi prestasi belajar matematika siswa berdasarkan gender. JTAM (Jurnal Teori Dan Aplikasi Matematika), 1(1), 15–21. https://doi.org/10.31764/jtam.v1i1.4
Amina, S., Listiawati, E., & Affaf, M. (2020). Kemampuan Berpikir Kreatif Siswa dalam Memecahkan Masalah HOTS Ditinjau dari Gaya Kognitif. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 3(2), 120–126. https://doi.org/10.24176/anargya.v3i2.5230
Aminah, A., & Kurniawati, K. R. A. (2018). Analisis Kesulitan Siswa Dalam Menyelesaikan Soal Cerita Matematika Topik Pecahan Ditinjau Dari Gender. JTAM (Jurnal Teori Dan Aplikasi Matematika), 2(2), 118–122. https://doi.org/10.31764/jtam.v2i2.713
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman,.
Anggoro, B. S., Puspita, N., Pratiwi, D. D., Agustina, S., Komala, R., Widyastuti, R., & Widyawati, S. (2021). Mathematical-Analytical Thinking skills: The Impacts and Interactions of Open-ended Learning Method & Self-Awareness (Its Application on Bilingual Test Instruments). Al-Jabar: Jurnal Pendidikan Matematika, 12(1), 89–107. https://doi.org/10.24042/ajpm.v12i1.8516
Anggraeni, R., & Herdiman, I. (2018). Kemampuan pemecahan masalah matematik siswa smp pada materi lingkaran berbentuk soal kontekstual ditinjau dari gender. Numeracy, 5(1), 19–28. https://doi.org/10.46244/numeracy.v5i1.293
Anggraini, N. P., & Pratiwi, H. (2019). Analysis of higher order thinking skills students at junior high school in Surakarta. Journal of Physics: Conference Series, 1211(1), 12077. https://doi.org/10.1088/1742-6596/1211/1/012077
Anggreini, D., & Asmarani, L. D. (2022). Proses Berpikir Siswa Dalam Menyelesaikan Soal Matematika Ditinjau Dari Gender. Jurnal Riset Pendidikan Dan Inovasi Pembelajaran Matematika (JRPIPM), 5(2), 103–116. https://doi.org/10.26740/jrpipm.v5n2.p103-116
Arnellis, A., Fauzan, A., Arnawa, I. M., & Yerizon, Y. (2020). The effect of realistic mathematics education approach oriented Higher order thinking skills to achievements’ calculus. Journal of Physics: Conference Series, 1554(1), 12033. https://doi.org/10.1088/1742-6596/1554/1/012033
Babys, U. (2020). Analisis Kemampuan Komunikasi Matematika Siswa Ditinjau dari Gender. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 3(1), 25–29. https://doi.org/10.24176/anargya.v3i1.4771
Callister, P. D. (2010). Time to blossom: An inquiry into bloom’s taxonomy as a hierarchy and means for teaching legal research skills. Law Libr. J., 102, 191.
Davita, P. W. C., & Pujiastuti, H. (2020). Anallisis kemampuan pemecahan masalah matematika ditinjau dari gender. Kreano, Jurnal Matematika Kreatif-Inovatif, 11(1), 110–117. https://doi.org/10.15294/kreano.v11i1.23601
Dwidarti, U., Mampouw, H. L., & Setyadi, D. (2019). Analisis kesulitan siswa dalam menyelesaikan soal cerita pada materi himpunan. Jurnal Cendekia: Jurnal Pendidikan Matematika, 3(2), 315–322. https://doi.org/10.31004/cendekia.v3i2.110
Edo, S. I. (2016). Jenis kekeliruan akibat menghafal prosedur rutin dalam melakukan operasi penjumlahan dan pengurangan bilangan pecahan. Mosharafa: Jurnal Pendidikan Matematika, 5(3), 223–232. https://doi.org/10.31980/mosharafa.v5i3.278
Fisher, C. R., Thompson, C. D., & Brookes, R. H. (2020). Gender differences in the Australian undergraduate STEM student experience: a systematic review. Higher Education Research & Development, 39(6), 1155–1168. https://doi.org/10.1080/07294360.2020.1721441
Gunawan, M. S., & Fitra, D. (2021). Kesulitan siswa dalam mengerjakan soal-soal eksponen dan logaritma. Mosharafa: Jurnal Pendidikan Matematika, 10(2), 257–268. https://doi.org/10.31980/mosharafa.v10i2.875
Guskey, T. R. (2010). Formative assessment: the contributions of Benjamin S. Bloom. In Handbook of formative assessment (pp. 106–124). Routledge.
Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science, 4(4), 267–282. https://doi.org/10.46328/ijtes.v4i4.113
Kadarisma, G., Nurjaman, A., Sari, I. P., & Amelia, R. (2019). Gender and mathematical reasoning ability. Journal of Physics: Conference Series, 1157(4), 42109. https://doi.org/10.1088/1742-6596/1157/4/042109
Kersey, A. J., Braham, E. J., Csumitta, K. D., Libertus, M. E., & Cantlon, J. F. (2018). No intrinsic gender differences in children’s earliest numerical abilities. Npj Science of Learning, 3(1), 1–10. https://doi.org/10.1038/s41539-018-0028-7
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2
Maccoby, E. E., & Jacklin, C. N. (1978). The psychology of sex differences (Vol. 2). Stanford University Press.
Malik, R. S. (2018). Educational challenges in 21st century and sustainable development. Journal of Sustainable Development Education and Research, 2(1), 9–20. https://doi.org/10.17509/jsder.v2i1.12266
Mohamed, R., & Lebar, O. (2017). Authentic assessment in assessing higher order thinking skills. International Journal of Academic Research in Business and Social Sciences, 7(2), 466–476. https://doi.org/10.6007/IJARBSS/v7-i2/2021
Nafi’an, M. I. (2021). Penyelesaian Soal Cerita Siswa Sekolah Dasar Berdasarkan Gender. Jurnal Absis: Jurnal Pendidikan Matematika Dan Matematika, 3(2), 328–336. https://doi.org/10.30606/absis.v3i2.816
Nugraha, T. H., & Pujiastuti, H. (2019). Analisis Kemampuan Komunikasi Matematis Siswa Berdasarkan Perbedaan Gender. Edumatica: Jurnal Pendidikan Matematika, 9(1), 1–7. https://doi.org/10.22437/edumatica.v9i1.5880
Nurapipah, S., & Zulkarnaen, R. (2020). Studi Kasus Kemampuan Berpikir Kritis Matematis Siswa Dalam Menyelesaikan Soal Trigonometri. Prosiding Sesiomadika, 2(1c).
OECD. (2019a). PISA 2018 Results (Volume I) : What Students Know and Can Do. PISA, OECD Publishing. https://doi.org/10.1787/5f07c754-en
OECD. (2019b). Programme for international student assessment (PISA) results from PISA 2018 Country Note: Indonesia. In Oecd. OECD Publishing. https://www.oecd-ilibrary.org/education/pisa-2018-results-volume-iii_bd69f805-en%0Ahttps://www.oecd-ilibrary.org//sites/bd69f805-en/index.html?itemId=/content/component/bd69f805-en#fig86
Pratama, G. S., & Retnawati, H. (2018). Urgency of higher order thinking skills (HOTS) content analysis in mathematics textbook. Journal of Physics: Conference Series, 1097(1), 12147. https://doi.org/10.1088/1742-6596/1097/1/012147
Putri, T. A. E., Jamiah, Y., & Sayu, S. (2020). Kemampuan Komunikasi Matematis Siswa Dikaji Dari Self Confidence. Jurnal AlphaEuclidEdu, 1(2), 83–93. https://doi.org/10.26418/ja.v1i2.42873
Rodriguez, J.-M. G., Bain, K., Towns, M. H., Elmgren, M., & Ho, F. M. (2019). Covariational reasoning and mathematical narratives: Investigating students’ understanding of graphs in chemical kinetics. Chemistry Education Research and Practice, 20(1), 107–119. https://doi.org/10.1039/C8RP00156A
Rusdi, M., Fitaloka, O., Basuki, F. R., & Anwar, K. (2020). Mathematical Communication Skills Based on Cognitive Styles and Gender. International Journal of Evaluation and Research in Education, 9(4), 847–856. https://doi.org/10.11591/ijere.v9i4.20497
Sabat, A. O., & Pramudya, I. (2021). Gender Difference: Students’ Mathematical Literacy in Problem Solving. International Conference of Mathematics and Mathematics Education (I-CMME 2021), 25–30. https://doi.org/10.2991/assehr.k.211122.004
Sari, V. T. A., & Nurfauziah, P. (2019). Effect of knisley’s mathematical model on gender’s mathematical critical thinking ability. Journal of Physics: Conference Series, 1315(1), 12058. https://doi.org/10.1088/1742-6596/1315/1/012058
Septian, A., & Komala, E. (2019). Kemampuan Koneksi Matematik dan Motivasi Belajar Siswa dengan Mengunakan Model Problem-Based Learning (PBL) Berbantuan Geogebra di SMP. Prisma, 8(1), 1–13. https://doi.org/10.35194/jp.v8i1.438
Setiawaty, B. T., Sunarno, W., & Sugiyarto, S. (2019). Profil kemampuan berpikir analisis siswa sekolah menengah pertama di Surakarta. Prosiding SNPS (Seminar Nasional Pendidikan Sains), 234–238.
Shabatura, J. (2018). Using Bloom’s taxonomy to write effective learning objectives. Assignments & Measuring Student Learning. https://tips.uark.edu/using-blooms-taxonomy/
Somatanaya, A. A. G., & Nugraha, D. A. (2018). Pemetaan high order thingking (HOT) matematis siswa sekolah menengah pertama se-kota tasikmalaya. Teorema: Teori Dan Riset Matematika, 3(2), 187–194. https://doi.org/10.25157/teorema.v3i2.1170
Steegh, A. M., Höffler, T. N., Keller, M. M., & Parchmann, I. (2019). Gender differences in mathematics and science competitions: A systematic review. Journal of Research in Science Teaching, 56(10), 1431–1460. https://doi.org/10.1002/tea.21580
Stoet, G., & Geary, D. C. (2018). The gender-equality paradox in science, technology, engineering, and mathematics education. Psychological Science, 29(4), 581–593. https://doi.org/10.1177/0956797617741719
Sugiyono. (2015). Metode Penelitian Kualitatif dan RND. alfabeta.
Suparman, S. S., Kadarwati, S., & Purnomo, E. A. (2020). Developing Web-Based Teaching Material Supplements To Improve Higher Order Thinking Skills (HOTs) In Mathematics Courses. SEUNEUBOK LADA: Jurnal Ilmu-Ilmu Sejarah, Sosial, Budaya Dan Kependidikan, 7(1), 118–127. https://doi.org/10.33059/jsnbl.v7i1.2363
Uchia, S. T., & Yunianta, T. N. H. (2021). Kemampuan Siswa SMA dalam Menganalisis Soal Matematika Berbasis HOTS Berdasarkan Gender. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(2), 1488–1497. https://doi.org/10.31004/cendekia.v5i2.471
Utari, D. R., Wardana, M. Y. S., & Damayani, A. T. (2019). Analisis Kesulitan Belajar Matematika dalam Menyelesaikan Soal Cerita. Jurnal Ilmiah Sekolah Dasar, 3(4), 534–540. https://doi.org/10.23887/jisd.v3i4.22311
Widana, I. W., Parwata, I., & Sukendra, I. K. (2018). Higher order thinking skills assessment towards critical thinking on mathematics lesson. International Journal of Social Sciences and Humanities, 2(1), 24–32. https://doi.org/10.29332/ijssh.v2n1.74
Zain, F., Sailin, S., & Mahmor, N. (2022). Promoting higher order thinking skills among pre-service teachers through group-based flipped learning. International Journal of Instruction, 15(3), 519–542. https://doi.org/10.29333/iji.2022.15329a
Zhu, Z. (2007). Gender differences in mathematical problem solving patterns: A review of literature. International Education Journal, 8(2), 187–203.
Ahmad, A., & Sehabuddin, A. (2017). Komparasi prestasi belajar matematika siswa berdasarkan gender. JTAM (Jurnal Teori Dan Aplikasi Matematika), 1(1), 15–21. https://doi.org/10.31764/jtam.v1i1.4
Amina, S., Listiawati, E., & Affaf, M. (2020). Kemampuan Berpikir Kreatif Siswa dalam Memecahkan Masalah HOTS Ditinjau dari Gaya Kognitif. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 3(2), 120–126. https://doi.org/10.24176/anargya.v3i2.5230
Aminah, A., & Kurniawati, K. R. A. (2018). Analisis Kesulitan Siswa Dalam Menyelesaikan Soal Cerita Matematika Topik Pecahan Ditinjau Dari Gender. JTAM (Jurnal Teori Dan Aplikasi Matematika), 2(2), 118–122. https://doi.org/10.31764/jtam.v2i2.713
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman,.
Anggoro, B. S., Puspita, N., Pratiwi, D. D., Agustina, S., Komala, R., Widyastuti, R., & Widyawati, S. (2021). Mathematical-Analytical Thinking skills: The Impacts and Interactions of Open-ended Learning Method & Self-Awareness (Its Application on Bilingual Test Instruments). Al-Jabar: Jurnal Pendidikan Matematika, 12(1), 89–107. https://doi.org/10.24042/ajpm.v12i1.8516
Anggraeni, R., & Herdiman, I. (2018). Kemampuan pemecahan masalah matematik siswa smp pada materi lingkaran berbentuk soal kontekstual ditinjau dari gender. Numeracy, 5(1), 19–28. https://doi.org/10.46244/numeracy.v5i1.293
Anggraini, N. P., & Pratiwi, H. (2019). Analysis of higher order thinking skills students at junior high school in Surakarta. Journal of Physics: Conference Series, 1211(1), 12077. https://doi.org/10.1088/1742-6596/1211/1/012077
Anggreini, D., & Asmarani, L. D. (2022). Proses Berpikir Siswa Dalam Menyelesaikan Soal Matematika Ditinjau Dari Gender. Jurnal Riset Pendidikan Dan Inovasi Pembelajaran Matematika (JRPIPM), 5(2), 103–116. https://doi.org/10.26740/jrpipm.v5n2.p103-116
Arnellis, A., Fauzan, A., Arnawa, I. M., & Yerizon, Y. (2020). The effect of realistic mathematics education approach oriented Higher order thinking skills to achievements’ calculus. Journal of Physics: Conference Series, 1554(1), 12033. https://doi.org/10.1088/1742-6596/1554/1/012033
Babys, U. (2020). Analisis Kemampuan Komunikasi Matematika Siswa Ditinjau dari Gender. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 3(1), 25–29. https://doi.org/10.24176/anargya.v3i1.4771
Callister, P. D. (2010). Time to blossom: An inquiry into bloom’s taxonomy as a hierarchy and means for teaching legal research skills. Law Libr. J., 102, 191.
Davita, P. W. C., & Pujiastuti, H. (2020). Anallisis kemampuan pemecahan masalah matematika ditinjau dari gender. Kreano, Jurnal Matematika Kreatif-Inovatif, 11(1), 110–117. https://doi.org/10.15294/kreano.v11i1.23601
Dwidarti, U., Mampouw, H. L., & Setyadi, D. (2019). Analisis kesulitan siswa dalam menyelesaikan soal cerita pada materi himpunan. Jurnal Cendekia: Jurnal Pendidikan Matematika, 3(2), 315–322. https://doi.org/10.31004/cendekia.v3i2.110
Edo, S. I. (2016). Jenis kekeliruan akibat menghafal prosedur rutin dalam melakukan operasi penjumlahan dan pengurangan bilangan pecahan. Mosharafa: Jurnal Pendidikan Matematika, 5(3), 223–232. https://doi.org/10.31980/mosharafa.v5i3.278
Fisher, C. R., Thompson, C. D., & Brookes, R. H. (2020). Gender differences in the Australian undergraduate STEM student experience: a systematic review. Higher Education Research & Development, 39(6), 1155–1168. https://doi.org/10.1080/07294360.2020.1721441
Gunawan, M. S., & Fitra, D. (2021). Kesulitan siswa dalam mengerjakan soal-soal eksponen dan logaritma. Mosharafa: Jurnal Pendidikan Matematika, 10(2), 257–268. https://doi.org/10.31980/mosharafa.v10i2.875
Guskey, T. R. (2010). Formative assessment: the contributions of Benjamin S. Bloom. In Handbook of formative assessment (pp. 106–124). Routledge.
Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science, 4(4), 267–282. https://doi.org/10.46328/ijtes.v4i4.113
Kadarisma, G., Nurjaman, A., Sari, I. P., & Amelia, R. (2019). Gender and mathematical reasoning ability. Journal of Physics: Conference Series, 1157(4), 42109. https://doi.org/10.1088/1742-6596/1157/4/042109
Kersey, A. J., Braham, E. J., Csumitta, K. D., Libertus, M. E., & Cantlon, J. F. (2018). No intrinsic gender differences in children’s earliest numerical abilities. Npj Science of Learning, 3(1), 1–10. https://doi.org/10.1038/s41539-018-0028-7
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2
Maccoby, E. E., & Jacklin, C. N. (1978). The psychology of sex differences (Vol. 2). Stanford University Press.
Malik, R. S. (2018). Educational challenges in 21st century and sustainable development. Journal of Sustainable Development Education and Research, 2(1), 9–20. https://doi.org/10.17509/jsder.v2i1.12266
Mohamed, R., & Lebar, O. (2017). Authentic assessment in assessing higher order thinking skills. International Journal of Academic Research in Business and Social Sciences, 7(2), 466–476. https://doi.org/10.6007/IJARBSS/v7-i2/2021
Nafi’an, M. I. (2021). Penyelesaian Soal Cerita Siswa Sekolah Dasar Berdasarkan Gender. Jurnal Absis: Jurnal Pendidikan Matematika Dan Matematika, 3(2), 328–336. https://doi.org/10.30606/absis.v3i2.816
Nugraha, T. H., & Pujiastuti, H. (2019). Analisis Kemampuan Komunikasi Matematis Siswa Berdasarkan Perbedaan Gender. Edumatica: Jurnal Pendidikan Matematika, 9(1), 1–7. https://doi.org/10.22437/edumatica.v9i1.5880
Nurapipah, S., & Zulkarnaen, R. (2020). Studi Kasus Kemampuan Berpikir Kritis Matematis Siswa Dalam Menyelesaikan Soal Trigonometri. Prosiding Sesiomadika, 2(1c).
OECD. (2019a). PISA 2018 Results (Volume I) : What Students Know and Can Do. PISA, OECD Publishing. https://doi.org/10.1787/5f07c754-en
OECD. (2019b). Programme for international student assessment (PISA) results from PISA 2018 Country Note: Indonesia. In Oecd. OECD Publishing. https://www.oecd-ilibrary.org/education/pisa-2018-results-volume-iii_bd69f805-en%0Ahttps://www.oecd-ilibrary.org//sites/bd69f805-en/index.html?itemId=/content/component/bd69f805-en#fig86
Pratama, G. S., & Retnawati, H. (2018). Urgency of higher order thinking skills (HOTS) content analysis in mathematics textbook. Journal of Physics: Conference Series, 1097(1), 12147. https://doi.org/10.1088/1742-6596/1097/1/012147
Putri, T. A. E., Jamiah, Y., & Sayu, S. (2020). Kemampuan Komunikasi Matematis Siswa Dikaji Dari Self Confidence. Jurnal AlphaEuclidEdu, 1(2), 83–93. https://doi.org/10.26418/ja.v1i2.42873
Rodriguez, J.-M. G., Bain, K., Towns, M. H., Elmgren, M., & Ho, F. M. (2019). Covariational reasoning and mathematical narratives: Investigating students’ understanding of graphs in chemical kinetics. Chemistry Education Research and Practice, 20(1), 107–119. https://doi.org/10.1039/C8RP00156A
Rusdi, M., Fitaloka, O., Basuki, F. R., & Anwar, K. (2020). Mathematical Communication Skills Based on Cognitive Styles and Gender. International Journal of Evaluation and Research in Education, 9(4), 847–856. https://doi.org/10.11591/ijere.v9i4.20497
Sabat, A. O., & Pramudya, I. (2021). Gender Difference: Students’ Mathematical Literacy in Problem Solving. International Conference of Mathematics and Mathematics Education (I-CMME 2021), 25–30. https://doi.org/10.2991/assehr.k.211122.004
Sari, V. T. A., & Nurfauziah, P. (2019). Effect of knisley’s mathematical model on gender’s mathematical critical thinking ability. Journal of Physics: Conference Series, 1315(1), 12058. https://doi.org/10.1088/1742-6596/1315/1/012058
Septian, A., & Komala, E. (2019). Kemampuan Koneksi Matematik dan Motivasi Belajar Siswa dengan Mengunakan Model Problem-Based Learning (PBL) Berbantuan Geogebra di SMP. Prisma, 8(1), 1–13. https://doi.org/10.35194/jp.v8i1.438
Setiawaty, B. T., Sunarno, W., & Sugiyarto, S. (2019). Profil kemampuan berpikir analisis siswa sekolah menengah pertama di Surakarta. Prosiding SNPS (Seminar Nasional Pendidikan Sains), 234–238.
Shabatura, J. (2018). Using Bloom’s taxonomy to write effective learning objectives. Assignments & Measuring Student Learning. https://tips.uark.edu/using-blooms-taxonomy/
Somatanaya, A. A. G., & Nugraha, D. A. (2018). Pemetaan high order thingking (HOT) matematis siswa sekolah menengah pertama se-kota tasikmalaya. Teorema: Teori Dan Riset Matematika, 3(2), 187–194. https://doi.org/10.25157/teorema.v3i2.1170
Steegh, A. M., Höffler, T. N., Keller, M. M., & Parchmann, I. (2019). Gender differences in mathematics and science competitions: A systematic review. Journal of Research in Science Teaching, 56(10), 1431–1460. https://doi.org/10.1002/tea.21580
Stoet, G., & Geary, D. C. (2018). The gender-equality paradox in science, technology, engineering, and mathematics education. Psychological Science, 29(4), 581–593. https://doi.org/10.1177/0956797617741719
Sugiyono. (2015). Metode Penelitian Kualitatif dan RND. alfabeta.
Suparman, S. S., Kadarwati, S., & Purnomo, E. A. (2020). Developing Web-Based Teaching Material Supplements To Improve Higher Order Thinking Skills (HOTs) In Mathematics Courses. SEUNEUBOK LADA: Jurnal Ilmu-Ilmu Sejarah, Sosial, Budaya Dan Kependidikan, 7(1), 118–127. https://doi.org/10.33059/jsnbl.v7i1.2363
Uchia, S. T., & Yunianta, T. N. H. (2021). Kemampuan Siswa SMA dalam Menganalisis Soal Matematika Berbasis HOTS Berdasarkan Gender. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(2), 1488–1497. https://doi.org/10.31004/cendekia.v5i2.471
Utari, D. R., Wardana, M. Y. S., & Damayani, A. T. (2019). Analisis Kesulitan Belajar Matematika dalam Menyelesaikan Soal Cerita. Jurnal Ilmiah Sekolah Dasar, 3(4), 534–540. https://doi.org/10.23887/jisd.v3i4.22311
Widana, I. W., Parwata, I., & Sukendra, I. K. (2018). Higher order thinking skills assessment towards critical thinking on mathematics lesson. International Journal of Social Sciences and Humanities, 2(1), 24–32. https://doi.org/10.29332/ijssh.v2n1.74
Zain, F., Sailin, S., & Mahmor, N. (2022). Promoting higher order thinking skills among pre-service teachers through group-based flipped learning. International Journal of Instruction, 15(3), 519–542. https://doi.org/10.29333/iji.2022.15329a
Zhu, Z. (2007). Gender differences in mathematical problem solving patterns: A review of literature. International Education Journal, 8(2), 187–203.