Student’s Learning Independence Profiles in Solving HOTS Questions Related to Numeracy

Authors

  • Nursiwi Nugraheni Universitas Negeri Semarang
  • YL Sukestiyarno Universitas Negeri Semarang
  • Wardono Universitas Negeri Semarang
  • Masrukan Universitas Negeri Semarang

DOI:

https://doi.org/10.33423/jhetp.v22i15.5557

Keywords:

higher education, independent learning, HOTS, numeracy

Abstract

Learning independence is one factor in learning outcomes. The ability to solve HOTS questions related to numeracy is also a learning outcome. This paper examines the profile of student learning independence in solving HOTS questions related to numeracy. Researchers conducted qualitative research. Researchers took data from student work, observations, and interviews. This study describes three learning independence profiles of students in solving HOTS questions related to numeracy. Low independence learning students tend not to use Polya’s theory in working on the given questions; meanwhile, moderate and high learning independence students tend to use Polya’s idea in solving the given problem.

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Published

2022-11-16

How to Cite

Nugraheni, N., Sukestiyarno, Y., Wardono, & Masrukan. (2022). Student’s Learning Independence Profiles in Solving HOTS Questions Related to Numeracy. Journal of Higher Education Theory and Practice, 22(15). https://doi.org/10.33423/jhetp.v22i15.5557

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Section

Articles