Training and Mentoring on Developing HOTS Questions for Teachers at MI At-Tahzib Kekait West Lombok Regency

Rahmat Akbar Kurniawan; Yusuf; Yunia Ulfa Variana

doi:10.62588/ahjpm.2026.v4i3.316

Authors

Rahmat Akbar Kurniawan 1

Department of Social Studies Education, Faculty of Tarbiyah and Teacher Training, State Islamic University of Mataram, Jl. Gajah Mada No. 100, Jempong Baru, Mataram, Indonesia
Yusuf 2

Department of Biology Education, Faculty of Tarbiyah and Teacher Training, State Islamic University of Mataram, Jl. Gajah Mada No. 100, Jempong Baru, Mataram, Indonesia
Yunia Ulfa Variana 3

Department of Islamic Banking, Faculty of Islamic Economics and Business, State Islamic University of Mataram, Jl. Gajah Mada No. 100, Jempong Baru, Mataram, Indonesia

Abstract

Teachers' capacity to develop Higher-Order Thinking Skills (HOTS)-based assessment items remains a critical gap in Indonesian Madrasah Ibtidaiyah (MI), particularly in rural West Lombok. This community service activity used a Participatory Action Research (PAR) design to build the HOTS item-development competency of 26 teachers at MI At-Tahzib Kekait, Lombok Barat, through an eight-session workshop and mentoring program conducted between August and December 2022, addressing six competency dimensions: HOTS conceptualisation, Basic Competency (KD) analysis, item-grid (kisi-kisi) construction, item writing, scoring-rubric development, and item analysis. Pre-test and post-test scores on a validated Teacher HOTS Item Development Competency Scale (THIDC-S; α = 0.863) rose from a mean of 41.3 to 78.7 out of 100 (gain = +90.3%; t(25) = 22.41; p < 0.001; Cohen's d = 4.39). All 26 participants produced usable HOTS items for their subjects, and 84.6% of the 156 items produced met HOTS cognitive-level criteria (Bloom's Revised Taxonomy C4-C6). Focus group discussions confirmed genuine competency transfer alongside three structural barriers to sustainability: curriculum workload, limited reference access, and weak supervisory support. The school subsequently adopted the program's item bank for its 2022/2023 odd-semester summative assessment, demonstrating

Keywords:

higher-order thinking skills, HOTS assessment, teacher professional development, participatory action research, Madrasah Ibtidaiyah

DOI:

https://doi.org/10.62588/ahjpm.2026.v4i3.316

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