Identification of students’ metacognition in designing higher order thinking skill questions

Students who are aware of their cognition can control and show better performance than students who are not metacognition that includes cognition about how to design the assessment to measure understanding of concepts or student’s higher order thinking skill before and after learning in the class. This paper describes student’s metacognitive awareness when designing HOTS questions based on Bloom’s taxonomy revised. This study involved 56 undergraduate students in the Biology Education Program at UIN Ar-raniry. The students’ metacognitive awareness in designing HOTS questions was measured by Metacognitive Awareness Inventory (MAI), the rubric was utilized and the task of designing HOTS questions was collected to measure student’s skill in designing HOTS questions. Then, conducted semi structured interviews to collect rich qualitative data from students who get a low and high grade. The result showed that many students not only lack metacognition, limited knowledge of metacognitive regulation, or limited ability to implement them but also lack knowledge of designing HOTS questions which can impact their quality questions.