p-ISSN: 2086-4280 e-ISSN: 2527-8827 Herna.
Murtafiah, & Musliha Analyzing Student Difficulties in Solving HOTS-Based Story Problems Herna1*.
Murtafiah2.
Musliha3 Mathematics Education.
Universitas Sulawesi Barat Prof.
Dr.
Baharuddin Lopa Street.
Majene.
West Sulawesi.
Indonesia 1*hernamated@unsulbar.
2murtafiah@unsulbar.
3kembarsejati02@gmail.
Article received: 12-02-2025, revision: 27-03-2025, published: 30-04-2025 Abstrak Penelitian ini bertujuan untuk mengetahui kesulitan peserta didik dalam menyelesaikan soal cerita berbasis High Order Thinking Skill pada materi program linear.
Subjek penelitian ini adalah peserta didik kelas XI MIPA 2 SMAN 2 Majene semester genap tahun ajaran 2020/2021 yang berjumlah 19 peserta didik dan dipilih 4 peserta didik dengan menggunakan teknik purposive sampling.
Instrumen tes dan wawancara untuk melengkapi dan memperkuat informasi yang diperoleh.
Penelitian ini menemukan 4 .
jenis kesulitan, yaitu: .
Kesulitan dalam mempelajari konsep, memecahkan masalah verbal dan menerapkan prinsip pada level menganalisis, mengevaluasi dan mencipta.
Kurang mempelajari konsep pada level menganalisis, mengevaluasi dan mencipta tetapi masih kesulitan dalam memecahkan masalah verbal dan menerapkan prinsip pada level menganalisis, mengevaluasi dan mencipta.
Kurang mempelajari konsep, memecahkan masalah verbal dan menerapkan prinsip pada level menganalisis, mengevaluasi dan .
Mampu mempelajari konsep, memecahkan masalah verbal dan menerapkan prinsip pada level menganalisis, mengevaluasi dan mencipta.
Kata Kunci: Analisis Kesulitan.
HOTS.
Program Linear Abstract This study aims to find out the difficulties of students in solving story problems based on High Order Thinking Skill in linear program materials.
The subjects of this study are students in grade XI MIPA 2 SMAN 2 Majene even semester of the 2020/2021 school year which amounted to 19 students and 4 students were selected using purposive sampling Test and interview instruments to complement and reinforce the information The research found 4 .
types of difficulties, namely: .
Difficulties in learning concepts, solving verbal problems and applying principles at the level of analyzing, evaluating and creating.
Lack of learning concepts at the level of analyzing, evaluating and creating but still having difficulty in solving verbal problems and applying principles at the level of analyzing, evaluating and creating.
Lack of learning concepts, solving verbal problems and applying principles at the level of analyzing, evaluating and creating.
Able to learn concepts, solve verbal problems and apply principles at the level of analyzing, evaluating and creating.
Keywords: Difficulty analysis.
HOTS.
Linear programs Mosharafa: Jurnal Pendidikan Matematika Volume 14.
Number 2.
April 2025 Copyright A 2025 Mosharafa: Jurnal Pendidikan Matematika https://doi.
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INTRODUCTION
High Order Thinking Skill (HOTS) is a skill that is increasingly emphasized in 21st century learning (Susanti et al.
, 2023.
Vrasetya & Nasution, 2.
In the context of mathematics learning.
HOTS includes not only the ability to understand and memorize concepts, but also the ability to analyze, evaluate, and create solutions to complex problems (Ningsih et al.
, 2.
A person with a high level of thinking ability must be able to analyze, connect, decipher and interpret problems to obtain new solutions or ideas (Saraswati & Agustika, 2020.
Murwanto.
Qohar, & SaAodijah, 2.
The results of the 2018 PISA study released by the OECD, the average score of mathematics reached 379 with an average score of 487 OECD (Ministry of Education and Culture, 2019.
Masfufah & Afriansyah.
However, research reveals (Anggraini et al.
, 2.
that common difficulties in solving story problems occur in drawing conclusions, which are part of the dimension of evaluation (C.
or even creation (C.
This indicates that even though students can analyze, they are not yet fully able to develop new assessments or solutions independently.
The concept of high order thinking skills is based on several opinions, as can be seen in the Table 1.
Table 1.
Basic Concepts of High Order Thinking Skill Bloom's Original Taxonomy:
Bloom Revised by Cognitive Information Anderson & Taxonomy Krathwohl Knowledge Remember Lower Comprehense Understand Order Application Apply Original Bloom Cognitive Taxonomy .
Analysis Synthesis Evaluation Bloom's Taxonomy:
Revised by Anderson & Krathwohl Information Thinking Skill Analize Higher Evaluate Order Create Thinking Skill (Source: Krathwohl, 2.
This study aims to describe the difficulties experienced by students insolving HOTS story problems.
Thus, the results of this research are expected to make a real contribution to the development of more effective learning strategies, as well as become a reference for teachers in designing more inclusive and meaningful HOTS-based questions and II.
METHOD
The type of research conducted is qualitative descriptive research.
The purpose of this descriptive research is to make a systematic, factual and accurate description, description, or painting of the facts, properties and relationships between the phenomena under investigation.
The research design used is a case study.
With the aim of exploring specific and contextual issues in depth in the form of in-depth interviews and tests as data collection The HOTS story questions were validated through content validation by two mathematics education experts using an assessment sheet based on indicators C4Ae C6 of the Revised Bloom Taxonomy.
The focus of the case study research only Mosharafa: Jurnal Pendidikan Matematika Volume 14.
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April 2025 Copyright A 2025 Mosharafa: Jurnal Pendidikan Matematika p-ISSN: 2086-4280 e-ISSN: 2527-8827 Herna.
Murtafiah, & Musliha focuses on the issue of students' difficulties in solving HOTS-based story problems.
The difficulty indicator used is difficulty according to Cooney in which is categorized into 3 types, namely: .
difficulty in learning concepts .
ifficulty in learning concepts in one materia.
, .
difficulty in applying principles .
ifficulty in applying concepts which means difficulty in relating concepts between materials, .
difficulty in solving verbal problems .
ifficulties in solving problems related to verbal problems or story problem.
Abdurrahman .
Table 2 shows the indicators of difficulty in solving problems according Krathwohl .
to Cooney, who is the author of the adaptation of Abdurrahman.
Table 2.
Indicators of Difficulty in Solving Problems No.
Indicators Translation Difficulty Students find it difficult to learn mathematical concepts in solving Difficulty in Students have difficulty in solving verbal questions or story problems Difficulties Students find it difficult to in applying apply the principles they have obtained and difficult to apply them in solving This research was carried out in the even semester of 2020/2021 at SMA Negeri 2 Majene.
The subjects of the study were 19 students in grade XI MIPA 2.
Meanwhile, the object of the research is the difficulty of students in solving HOTS- based story problems in linear program materials.
The selected research subjects were 4 people with purposive sampling techniques.
The data analysis technique carried out is the flow model proposed by Miles and Huberman, which includes data reduction activities, data presentation, conclusion drawing or verification (Sugiyono, 2.
Data reduction in this study was carried out by grouping and simplifying the results of student work on HOTS-based description The data that has been reduced is then presented in the form of a narrative description to facilitate the drawing of Conclusions and verification are carried out based on the interpretation of the narrative description that has been i.
RESULT AND DISCUSSION
Based on the results of the test, students obtained 4 types of student difficulties in solving HOTS story questions.
Table 3.
Types of Students' Difficulties in Solving HOTS Story Problems Number No.
Difficulty Type of Subject Students have difficulty learning concepts, solving verbal problems, and applying principles Studentslack in learning concepts, difficulty in solving verbal problems and applying principles Students are less likely to learn concepts, solve verbal problems and apply Students are able to learn concepts, solve verbal problems and apply Sum Table 4.
Coding on Difficulty Indicators in Solving Problems No.
Difficulty Indicator Code Difficulty in learning concept Difficulty in resolving verbal Difficulties in applying principles Mosharafa: Jurnal Pendidikan Matematika Volume 14.
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Furthermore, as many as one subject was selected by purposive sampling of each type of students' difficulties in solving HOTSbased story problems on the subject of the linear program as presented in the Table 5.
Table 5.
Coding on Selected Subjects No.
Code
KKS
Information:
: Subject : First type difficulty KKS : Second type difficulty : Third type difficulty : Fourth type difficulty The following will be presented four excerpts from the results of students' answers in working on HOTS story questions at the cognitive level of analyzing, evaluating and creating based on the type of student difficulty:
Subject of KS The subject of KS is the subject of the first type of difficulty, namely students' difficulties in learning concepts, difficulties in solving verbal problems and difficulties in applying principles.
KS subject in question number 2 .
evels C4 and C.
Question number 2 is a question that includes analyzing (C.
and evaluating (C.
At the C4 level, it is analyzing information on the problem which is then made a mathematical model.
Next, the C5 level is to make a hypothesis and conduct The difficulties experienced by the KS subject in question number 2 are described as follows.
Subject yaycIya1 In this difficulty, students have difficulty in understanding the purpose of the question so that they are unable to identify the information in the question correctly.
The subject yaycIya1 in solving question item number 2, difficulties in understanding the concept in the form of writing down what is known and asked questions.
According to research, it is stated that difficulty learning concepts in the form of students have difficulty understanding the meaning of the information that is known and asked Harleni .
Based on this, it can be said that students have difficulty in learning Subject yaycIya2 In this difficulty, students have difficulty in changing the language of the question to the language of mathematics so that a mathematical model is formed.
The subject yaycIya2 in solving question item number 2 is not able to identify the information in the problem so that it is difficult to take the next step such as changing the language of the question to a mathematical language which is then made a mathematical model.
According to the research, it is stated that verbal difficulties in the form of mistakes are still wrong in changing the story problem model into a mathematical model Azhimuh et al .
Based on this, it can be said that students have difficulty in solving verbal problems.
Subject yaycIya3 In this difficulty, students have difficulty in choosing and using appropriate formulas and strategies.
The subject yaycIya3 in solving Mosharafa: Jurnal Pendidikan Matematika Volume 14.
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Murtafiah, & Musliha question item number 2 students have difficulty in carrying out the calculation process .
and the strategy carried out to obtain what is asked of the question.
The subject yaycIya3 also did not know the formula .
limination and substitutio.
and the strategy used in obtaining what was In accordance with the research Khasanah .
, students cannot use formulas correctly or there is a mistake in substituting what is known in the formula, resulting in students not being able to solve a problem correctly.
Based on this, it can be said that students have difficulty in applying the principles.
KS subject in question number 1 (C6 Question number 1 is a question that includes the indicator of creation, namely the emergence of a new model.
The difficulties experienced by the KS subject in question number 1 are described as follows.
Subject yaycIya1 In this difficulty, students have difficulty in understanding the purpose of the question so that they are unable to identify the information in the question correctly.
The subject yaycIya1 in solving question item number 1 has difficulty in understanding the meaning of the problem where students who do not write down what is known completely even though they only write the form x ay O 120.
Research Harleni .
states that students have difficulty in understanding the problem by not writing down what they know and are asked about the problem.
Based on this, it can be said that students have difficulty in learning Subject yaycIya2 In this difficulty, students have difficulty in changing the language of the question to the language of mathematics so that a mathematical model is formed.
The subject yaycIya2 in solving question item number 1, students who do not write down what they know and ask make it difficult for students to determine what steps to take As a result, students have difficulty converting problem sentences into mathematical models and determining the right completion steps (Pratiwi, 2.
Based on this, it can be said that students have difficulty in solving verbal problems.
Subject yaycIya3 In this difficulty, students have difficulty in choosing and using appropriate formulas and strategies.
The subject yaycIya3 in solving question item number 1, students do not know the calculation process .
and the strategy used to obtain what is asked because students are confused and do not know how to solve it.
The subject yaycIya3 does not do any work at all to solve the item of question number 1 because of confusion in completing or starting the step in solving problem number The inability to devise strategies such as elimination and substitution due to a weak understanding of the basics.
Purwanti et al .
based on this, it can be said that students have difficulty applying the Subject of KKS The subject of KKS is the subject of the second type of difficulty, namely students lack in learning concepts, difficulties in Mosharafa: Jurnal Pendidikan Matematika Volume 14.
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solving verbal problems and difficulties in applying principles.
KKS subject in question number 2 (C4 and C5 level.
Question number 2 is a question that includes analyzing (C.
and evaluating (C.
At the C4 level, it is analyzing information on the problem which is then made a mathematical model.
Next, the C5 level is to make a hypothesis and conduct The difficulties experienced by the KKS subjects in question number 2 are described as follows.
Subject yayaycIya1 Students who have difficulty solving verbal problems are students who are not right in translating into mathematical models (Dewi, 2.
Based on this, it can be said that students have difficulty in solving verbal problems.
Subject yayaycIya3 In this difficulty, students have difficulty in choosing and using appropriate formulas and strategies.
The subject yayaycIya3 in solving question item number 2, did not know the strategy carried out in seeking profits, it was seen that the students were careless in In this difficulty, students have difficulty answering, namely the trader's capital in understanding the purpose of the divided by the price of each product so that question so that they are unable to identify product A was obtained Rp 520,000 and for the information in the question correctly.
product B it was 220,000.
Furthermore, to The subject yayaycIya1 completes question obtain the trader's profit, namely with the item number 2, knowing what is known and purchase price of each product multiplied asked in the question even though he only by the capacity of the warehouse, obtained writes down some of the known for product A, which is 1,000,000 and Students with moderate product B, which is 20,000,000.
abilities can understand the problem and Students do not understand basic plan a solution even if they don't write down concepts so that it has an impact on the all the information known (Amaliah et al.
completion strategy Based on this, it can be said that students have difficulty in applying Based on this, it can be said that students the principles (Pratiwi, 2.
are still lacking in learning concepts.
The subject of the KKS in question number Subject yayaycIya2 1 .
evel C.
Question number 1 is a question that In this difficulty, students have difficulty includes the indicator of creation, namely in changing the language of the question to the language of mathematics so that a the emergence of a new model.
The difficulties experienced by the KKS subjects mathematical model is formed.
in question number 1 are described as The subject yayaycIya2 in solving question item number 2, does not know the steps Subject yayaycIya1 that must be taken in solving the linear In this difficulty, students have difficulty program problems before going to the in understanding the purpose of the calculation process.
Mosharafa: Jurnal Pendidikan Matematika Volume 14.
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Murtafiah, & Musliha question so that they are unable to identify the information in the question correctly.
The subject in solving question item number 1, knows what is known and asked in the question even though it is only written.
yayaycIya1 600yco2 , 5yco2 yccycaycu 20yco2 .
Students understand the meaning of the question so that they can identify information even though they have not written it down completely.
Based on this, it can be said that students are lacking in learning concepts (Amaliah et al.
, 2.
Subject yayaycIya2 In this difficulty, students have difficulty in changing the language of the question to the language of mathematics so that a mathematical model is formed.
The subject yayaycIya2 in solving problem number 1, the student only rewrites the information x a O 120.
and O 300.
x Ou 0.
Ou 0.
Students are not yet able to change the language of the question to the language of mathematics and make mathematical Based on this, it can be said that students have difficulty in solving verbal problems (Dewi, 2.
Subject yayaycIya3 In this difficulty, students have difficulty in choosing and using appropriate formulas and strategies.
The subject yayaycIya3 in solving problem number 1, does not know what next steps must be taken in solving the problem and it is difficult to determine the strategy to be carried out in finding a value.
Students who are not able to carry out strategies to formulate new procedures will have an impact on getting results that are in accordance with the questions in the question Based on this, it can be said that students have difficulty in applying the principles (Pratiwi, 2.
Subject of KM KM subjects are subjects of the third type of difficulty, namely students lack in learning concepts, solving verbal problems and applying principles.
KM subject in question number 2 .
evel C4 and C.
Question number 2 is a question that includes analyzing (C.
and evaluating (C.
At the C4 level, it is analyzing information on the problem which is then made a mathematical model.
Next, the C5 level is to make a hypothesis and conduct The difficulties experienced by the KM subject in question number 2 are described as follows.
Subject yaycAya1 In this difficulty, students have difficulty in understanding the purpose of the question so that they are unable to identify the information in the question correctly.
The subject yaycAya1 in solving question item number 2, understands the purpose of the question so that they can identify information in the form of what is known and asked in the question but on the answer sheet the student does not write it.
This is in line with research Putri & Fuadiah .
stating that there is an internal understanding that is not documented on the answer sheet.
Based on this, it can be said that students are still lacking in learning concepts.
Subject yaycAya2 In this difficulty, students have difficulty in changing the language of the question to Mosharafa: Jurnal Pendidikan Matematika Volume 14.
Number 2.
April 2025 Copyright A 2025 Mosharafa: Jurnal Pendidikan Matematika https://doi.
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the language of mathematics so that a mathematical model is formed.
The subject yaycAya2 in solving question item number 2 is still lacking in changing the question language to the language of Students do not yet fully understand how to change the language of the question to the language of mathematics.
They are able to use O signs correctly, but are still confused in guessing X and Y and do not realize that the shapes they create are mathematical models.
Students can apply mathematical symbols such as O, they still have difficulty in the stage of understanding and transforming the problem into the right form of mathematical model.
Based on this, it can be said that students are still lacking in solving verbal problems (Kholifah et al.
Subject yaycAya3 In this difficulty, students have difficulty in choosing and using appropriate formulas and strategies.
The subject yaycAya3 in solving question item number 2 is able to simplify in the form of 2000 A 4000 B O 1,600,000 so that the value is simpler which then eliminates and substitutes with A B O 500 but to gain advantage the student does not understand Subjects yaycAya3 try to use formulas .
limination and substitutio.
and strategies to obtain the questions asked.
However, students are not yet able to determine the next idea or step so the calculation process is not completed.
Based on this, it can be said that students are still lacking in applying principles (Munfarikhatin et al.
, 2.
KM subject in question number 1 .
evel C.
Question number 1 is a question that includes the indicator of creation, namely the emergence of a new model.
The difficulties experienced by the KM subject in question number 1 are described as follows.
Subject yaycAya1 In this difficulty, students have difficulty in understanding the purpose of the question so that they are unable to identify the information in the question correctly.
The subject yaycAya1 in solving question item number 1 understands the purpose of the question so that he can identify the information that is known and asked about the question but does not write it down on the answer sheet.
This is in line with research Putri & Fuadiah .
stating that there is an internal understanding that is not documented on the answer sheet.
Based on this, it can be said that students are still lacking in learning concepts.
Subject yaycAya2 In this difficulty, students have difficulty in changing the language of the question to the language of mathematics so that a mathematical model is formed.
The subject yaycAya2 in solving question item number 1 of students who are less able to change the language of the problem to the language of mathematics can be seen from the students who are still wrong if they say x and y, but the students know that the signs of inequality O in the sentences "as wide as the ground" and "cannot contain more than" and also the students do not know the mathematical model.
Students still experience confusion in changing the language of the question into Mosharafa: Jurnal Pendidikan Matematika Volume 14.
Number 2.
April 2025 Copyright A 2025 Mosharafa: Jurnal Pendidikan Matematika p-ISSN: 2086-4280 e-ISSN: 2527-8827 Herna.
Murtafiah, & Musliha a language and mathematical model.
Although the results of the students' work are almost perfect, they do not fully understand the meaning of what is written.
Based on this, it can be said that students are still lacking in solving verbal problems (Kholifah et al.
, 2.
Subject yaycAya3 In this difficulty, students have difficulty in choosing and using appropriate formulas and strategies.
The subject yaycAya3 in solving question item number 1 does not know the strategy in obtaining an a grade and the student only goes to the stage of simplification process so that the score becomes simple without knowing that when simplifying it is directed to the form x ay O 120.
Students have not formulated a new procedure from the strategy that has been carried out (Pratiwi, 2.
Based on this, it can be said that students are still lacking in applying principles.
Subject M Subject M is a subject of the fourth type of difficulty, namely students are able to learn concepts, solve verbal problems and apply principles.
Subject M in question number 2 .
evels C4 and C.
Question number 2 is a question that includes analyzing (C.
and evaluating (C.
At the C4 level, it is analyzing information on the problem which is then made a mathematical model.
Next, the C5 level is to make a hypothesis and conduct The difficulties experienced by subject M in question number 2 are described as Subject ycAya1 In this difficulty, students do not have difficulty in understanding the purpose of the question so that they are not able to identify the information in the question The subject ycAya1 in solving question item number 2 already knows what is known and asked in the question even though on the answer sheet the student does not write down what is known and asked.
This is in line with research Putri & Fuadiah .
stating that there is an internal understanding that is not documented on the answer sheet.
Based on this, it can be said that students are capable of learning concepts.
Subject ycAya2 In this difficulty, students do not have difficulty in changing the language of the question to the language of mathematics so that a mathematical model is formed.
The subject ycAya2 in solving question item number 2 students are able to make an example of x and y and also the O sign used by the students from the sentences "the capital owned by traders is 1,600,000", "a warehouse that can accommodate a maximum of 500 units".
While the x sign Ou y Ou 0 it can be seen that many products A are purchased at a price above the value of 0, namely 2000 and 4000.
Furthermore, students who are able to determine the next step after changing the language of the question to the language of mathematics are to make a mathematical model and the students show that the mathematical model is 2000x 4000y O 1,600,000.
x y O 500.
Ou 0.
y Ou 0and Z = 800x 600y.
Mosharafa: Jurnal Pendidikan Matematika Volume 14.
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April 2025 Copyright A 2025 Mosharafa: Jurnal Pendidikan Matematika https://doi.
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However, this is in contrast to findings Hidayat et al .
showing that lowachieving difficulties in transforming from real to mathematical contexts.
Based on this hadi, it can be said that students are able to solve verbal problems.
Subject ycAya3 In this difficulty, students do not have difficulty in choosing and using appropriate formulas and strategies.
The subject ycAya3 in solving question item number 2, simplifies the inequality of 2000x 4000y O 1,600,000 by dividing the two fields by 2000 so that x 2y O 800 is obtained to make it easier to determine the coordinate points.
They also use elimination and substitution methods to determine the cut-off point, then create a chart as an initial The graph helps to select the coordinate points to be included in the 800x 600y profit function, so that a maximum profit of Rp400,000 is obtained at point .
In modeling, understanding the realworld context is essential.
The questions that arise during this process help clarify information, and avoid misinterpretations.
Based on this, it can be said that students are capable of applying principles (Fukushima, 2.
Subject M at level C6 Question number 1 is a question that includes the indicator of creation, namely the emergence of a new model.
The difficulties experienced by subject M in question number 1 are described as follows.
Subject ycAya1 In this difficulty, students do not have difficulty in understanding the purpose of the question so that they are not able to identify the information in the question The subject ycAya1 in solving question item number 1, students understand the purpose of the question so that they can identify the information known and asked in the question (Putri & Fuadiah, 2.
Based on this, it can be said that students are capable of learning concepts.
Subject ycAya2 In this difficulty, students do not have difficulty in changing the language of the question to the language of mathematics so that a mathematical model is formed.
The subject ycAya2 in solving question item number 1 is able to change the language of the problem to mathematical language such as x, y.
O and Ou signs.
Students are able to understand the shapes they make .
x 20y O 600.
x y O 70, x Ou 0 and y Ou .
in the form of mathematical models.
However, this is in Hidayat et al .
contrast to findings showing that lowachieving difficulties in transforming from real to mathematical contexts.
Based on this, it can be said that students are able to solve verbal Subject ycAya3 In this difficulty, students do not have difficulty in choosing and using appropriate formulas and strategies.
The subject ycAya3 in solving question item number 1 of the strategy carried out by the students is appropriate as seen from the students who explained that after simplifying the Mosharafa: Jurnal Pendidikan Matematika Volume 14.
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Murtafiah, & Musliha inequality by dividing the two sections with a value of 5, an equation similar to .
The next step is to conclude that so that the value a = 5ycu 20 yc O 600ycu ycayc O 120ycu 4yc O 120ycu 4yc O 120 O ycu ycayc O 120.
In modeling, understanding the realworld context is essential.
The questions that arise during this process help clarify information, and avoid misinterpretations (Fukushima, 2.
Based on this, it can be said that students are capable of applying IV.
CONCLUSION
The results of the study show that students' difficulties in solving HOTS-based story problems on the subject of linear programs can be classified into four types.
The first to third types show obstacles in the aspects of understanding concepts, solving mathematical principles, with consistent weaknesses at the level of high thinking such as analyzing, evaluating, and creating.
Meanwhile, the fourth type describes students who have mastered all three aspects and are able to demonstrate good HOTS skills.
These findings confirm the need
for targeted learning interventions to strengthen conceptual understanding and higher-level thinking skills in linear
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