EXPLORING THE STRATEGIES OF ENGLISH TEACHERS FOR IMPLEMENTING HIGHER ORDER THINKING SKILLS (HOTS) IN INDONESIA

The study intends to explore how English teachers in Indonesia conduct the implementation of Higher Order Thinking Skills (HOTS) and identify the challenges in the implementation. The study employed a narrative qualitative approach and selected three junior high school teachers from Malang through purposive sampling. The researcher collected data through semi-structured interviews and open-ended questionnaires and then analyzed it using the Miles and Huberman model.
The results found that teachers organized three main strategies: Problem-Based Learning (PBL), Project-Based Learning (PjBL), and Inquiry-Based Learning (IBL). These strategies allow for developing students' analytical, evaluative, and creative skills in real-world problem-solving, creative projects, and independent investigations.
However, the implementation of these strategies is hindered by differences in students' capabilities, time constraints, reduced levels of basic English skills, and a lack of access to technology. Consequently, teachers counter these obstacles by simplifying tasks, providing alternative media, and giving a gradual release of support to students.
Therefore, the researcher would like to provide several important things. The study implies the importance of teacher training, improving technological infrastructure, and implementing a more flexible curriculum to support the successful realization of HOTS. The study shows the potential for theoretical and practical contributions to the development of HOTS-relevant EFL learning.