As prospective teachers, HOTS among elementary school teacher education students is very important to be developed and implemented. Teaching and learning problems require HOTS to solve them. This literature review aims to determine the profile of HOTS among elementary school teacher education students in Indonesia and the efforts that have been made by academics to optimize students' HOTS. The method used in this study is the Preferred Reporting Item for Systematic Reviews and Meta-Analyses (PRISMA). The writers conducted an extensive review of 997 articles obtained from the Google Scholar database using Harzing's Publish and Perish on the HOTS proficiency profile of primary school teacher education students in Indonesia published in the period 2017–2023. This research was conducted in five stages: 1) determining eligibility criteria; 2) determining information sources; 3) study selection; 4) data collection; and 5) data item selection. The result shows that 77% of articles describing the HOTS of elementary school teacher education students were in the low category and 22% of articles were in the good or optimal category. Efforts have been made by academics to improve the HOTS of elementary school teacher education students by developing HOTS-oriented learning strategies. This study highlights the importance of improving the HOTS of prospective elementary school teachers and suggests the use of a more comprehensive lecture program to bridge the gap between the skills possessed by prospective elementary school teachers and the skills required by a teacher in the 21st century.

Authors:
Iyoh Maspiroh, Yogyakarta State University, Indonesia
Zuhdan Kun Prasetyo, Yogyakarta State University, Indonesia
Hermanto Hermanto, Yogyakarta State University, Indonesia

About the Presenter(s)
Iyoh Maspiroh, M.Pd., is currently a doctoral student at the Department of Elementary Education, Yogyakarta State University. Her current research project is on the development of a lecture program to improve the higher order thinking skills.

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