This study is a systematic literature review of 18 study articles focusing on the level of mastery of high school students' HOTS in Mathematics subjects. The study was conducted to identify students' level of mastery in Mathematics subjects, identify the challenges and constraints faced by students in the process mastery of HOTS in Mathematics subjects and identifying factors that influence the level of mastery of HOTS among students. This study was conducted based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses PRISMA guidelines. Two main bases were used in this study, namely Scopus and Google Scholar and found 18 study articles selected for analysis based on established acceptance criteria by the researcher. Based on the analysis of the findings, the researchers devised four main themes highlighted in each selected study article. There are 3 study articles containing themes of HOTS’ mastery levels and influencing factors, 9 study articles that use diverse learning approaches and its influence on the dominance of HOTS. Next the theme of the relationship of the level of mastery of HOTS with the level of student achievement contains 2 study articles and 4 of the 18 selected articles contain the theme of perception and students' readiness towards HOTS. Through the findings of this study, we can conclude that studies focusing on the full level of mastery of HOTS are still under-implemented. Hence, through the review of this systematic literature, it is hoped that further studies can be conducted based on the study of this literature.
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In-Text Citation: (Osman & Nasri, 2023)
To Cite this Article: Osman, N. N., & Nasri, N. M. (2023). Mastery Level of Higher – Order Thinking Skills (HOTS) High School Students in Mathematical Learning: Systematic Literature Survey. International Journal of Academic Research in Progressive Education and Development, 12(1), 998–1012.
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