Discourse on the Improvement of History Learning Quality Through HOTS Assessment Instrument Based on Learning Trajectory

摘要

Imp roving the quality of history learning is something that every historical education practitioner wants. The demands of the twentieth century (21st) era which is increasingly developing requires a balanced effort to serve these rapid developments. Hence, the discourse to improve the quality of learning through HOTS assessment instrument which is based on learning trajectory arises. The method used in this writing is literature study. The results show that the learning trajectory basis which is integrated into the Lesson Plan becomes the foundation for making the higher order thinking skills (HOTS) assessment instruments. Moreover, the discourse on improving the quality of history learning can be seen through the higher order thinking skill (HOTS) assessment instrument based on the learning trajectory.