Refleksi Pedagogis Guru dalam Menerapkan Pembelajaran Berbasis HOTS pada Kelas dengan Kemampuan Kognitif Beragam: Studi Kasus di Sekolah Dasar Indonesia Timur
Abstract
Higher Order Thinking Skills (HOTS)-based learning is a crucial requirement in the implementation of the Merdeka Curriculum. However, its application in classrooms with diverse cognitive abilities faces numerous challenges, particularly in Eastern Indonesia. This study aims to explore teachers' pedagogical reflections on implementing HOTS-based learning at MI Al-Ma'arif 2, Sorong Regency. Employing a qualitative approach with a case study design, data were collected through semi-structured in-depth interviews with two fourth-grade teachers on April 24, 2026. Thematic analysis was conducted following the Braun and Clarke model. The findings reveal four main themes: (1) teachers’ understanding of HOTS focuses on analytical and problem-solving skills; (2) differentiation strategies are implemented through leveled assignments and intensive mentoring; (3) the main challenges include students’ varying cognitive abilities and a lack of training; and (4) teachers’ reflections demonstrate an awareness of the importance of parental collaboration and teaching method innovation. This study concludes that although teachers possess pedagogical awareness of HOTS, its implementation remains intuitive and lacks systematic structuring. Strengthening teacher capacity through locally contextualized training and consistent institutional support is urgently needed.
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