Success of university students in preparing hots questions using assignment-based direct instruction

Abstract

The purpose of this study is to explore the effectiveness of assignment-based direct instruction in preparing university students to develop questions that test learners' thinking skills. One of the greatest challenges facing universities is preparing potential teachers with the ability to develop questions that test students' higher-order thinking skills (HOTS). Using a quantitative descriptive approach, this study analyses the work of 40 university students who were asked to prepare 20 items, as well as question grids and cards for each item, after having undergone assignment-based direct instruction. Analysis shows that: (1) students exhibited a good command of materials (87%), (2) students exhibited a good command of question structure (88%), and (3) students exhibited a good command of Indonesian-language grammar (88%). This study challenges the assumption that teacher-based learning is ineffective, providing evidence that should be considered when evaluating the learning process and its current emphasis on student-centered learning models that sideline teachers. Direct learning based on giving assignments can increase student success in compiling HOTS questions and be a solution to the learning process, which has so far focused a lot on the student-centered learning model, so that the teacher's position is neglected. It suggests that effective pedagogy should not only consider students as active learners but also recognize teachers as creative and pro-active educators. The implications of this study highlight the need for active collaboration between teachers and students in the learning process in higher education.