A ANALISIS PENGGUNAAN ASESMEN DIAGNOSTIK ADAPTIF TERHADAP KEMAMPUAN HIGH ORDER THINKING SKILL SISWA SD

Abstract

This study aims to analyse the Higher Order Thinking Skills (HOTS) of elementary school students in the context of adaptive diagnostic assessment on based learning. Using a descriptive qualitative approach, the research was conducted at SD Islam Az-Zahrah Palembang with research subjects including Grade IV, V, and VI teachers and students as the main participants. Data were collected through classroom observation, in depth interviews, documentation studies, and student work analysis, then analyse using Miles and Huberman's interactive model. The findings indicate that the implementation of adaptive diagnostic assessment significantly contributes to the improvement of students' higher order thinking skills, particularly in the dimensions of analysis, evaluation, and creation. However, variations in HOTS ability were found, influenced by internal factors (learning motivation, thinking habits) and external factors (quality of teacher questioning, authentic task design, diagnostic feedback). This study recommends strengthening teacher capacity in designing adaptive assessment instruments and HOTS based questions as a key strategy for improving learning quality in elementary schools