Fian Rifqi Irsalina, Lina Aviyanti, Mimin Iryanti, Beata Graceshela Muki
The purpose of this study is to investigate the higher-order thinking skills (HOTS) of high school students in the physics of heat, with a focus on gender differences. HOTS, which includes analysis, evaluation, and creation, is essential to help students understand complex physics concepts and apply them in real-world contexts. This study uses a descriptive quantitative approach with an essay question instrument referencing the Revised Bloom's Taxonomy. The study participants consisted of 72 students of Grade XI at a high school in Bandung, with 20 female students and 52 male students. The data were analyzed using the Rasch model and Winsteps software to measure HOTS skills objectively and without bias. The results showed that although there were differences in the mastery of the concept of heat between male and female students, both had the potential to develop HOTS with the right learning approach. This study also highlights the need for a more inclusive and responsive learning design to gender differences in order to reduce bias and ensure equal development of higher-order thinking skills among male and female students. Therefore, it is advisable to implement problem-based learning methods that avoid gender stereotypes and provide opportunities for all students to develop their analytical, evaluative, and creative skills to the fullest. © 2025 Copyright held by the owner/author(s).
Universitas Pendidikan, West Java, Bandung, Indonesia; Universitas Pendidikan, West Java, Bandung, Indonesia
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