Teacher Experiences in the Hots-Based Learning Evaluation Process on Mathematics Material in Elementary Schools

Abstract

The implementation of classroom learning has consequences for teachers, necessitating improvements in their role and competency. A competent teacher will find it easier to manage the classroom and evaluate students, both individually and as a whole. Teachers can use this information as a decision-making step in determining teaching and learning strategies. Therefore, teachers need to assess students' learning processes and outcomes. Therefore, this paper will examine learning evaluation related to student learning competency achievement, as well as innovations in improving learning evaluation in line with current developments. This study used a qualitative approach with a phenomenological method. Data collection was conducted using in-depth interviews with each participant. The research participants were 15 elementary school mathematics teachers from four districts in North Sumatra. Data analysis was conducted using ATLAS.ti 25.0.1. The results of this study indicate that elementary school teachers have understood the importance of using evaluation questions that stimulate students' higher-order thinking skills, such as the ability to analyze, evaluate, and create. However, in implementing this, teachers are faced with several obstacles, including an incomplete understanding of the HOTS concept, difficulties in developing questions that are appropriate to the cognitive developmental stage of elementary school students, and a lack of intensive training and mentoring.