Enhancing 21st Century Teacher Competencies Through HOTS Integration and Diagnostic Assessment in Differentiated Instruction

Pranti Sayekti; Swastika Dhesti Anggriani

Article Details

Enhancing 21st Century Teacher Competencies Through HOTS Integration and Diagnostic Assessment in Differentiated Instruction

Authors:

Pranti Sayekti | Swastika Dhesti Anggriani

Publisher:

KnE Social Sciences

Journal:

KnE Social Sciences Vol.11 Issue 2, pp.74-100

Document Type:

Article

Publication Date:

2/2026

Document Language:

English

Document ID (Org No.):

2001515612

pISSN:

2518-668X

Keywords:

Abstract:

 The expectations of 21st-century education have necessitated teachers to be adaptive and responsive in their competencies to cater to the needs of various students using differentiated instruction. Higher-order thinking skills (HOTS) and diagnostic assessment were included in differentiated learning design in this study to improve the competencies of the teacher. The study used a participatory research and development (R&D) strategy to undertake a 3-months intensive training and mentoring program of 25 teachers in SMA Muhammadiyah 1 Malang. The information was collected by observations in the classroom, in-depth interviews, pre-tests, post-tests and by analyzing the lesson plans and instruction materials. Quantitative data were compared through paired t-tests in order to reveal the significant differences in pre- and post-test results. Qualitative data were explored with the help of thematic analysis to reveal the patterns of professional development. The outcomes indicated a significant increase in the teacher capacity both to formulate HOTS-based assessment items (mean score changed between 65 and 87; P < 0.05) and to incorporate diagnostic assessment successfully in the differentiated lesson plans. Such approaches as practice-based training and ongoing mentoring turned out to be successful in the development of the ability of teachers to address the demands of 21st-century education. This research proposes that this model of professional development should be scaled to larger educational settings so that teachers in secondary schools can be empowered to use differentiated instruction.

Article Details

Enhancing 21st Century Teacher Competencies Through HOTS Integration and Diagnostic Assessment in Differentiated Instruction

Authors:

Pranti Sayekti | Swastika Dhesti Anggriani

Publisher:

KnE Social Sciences

Journal:

KnE Social Sciences Vol.11 Issue 2, pp.74-100

Document Type:

Article

Publication Date:

2/2026

Document Language:

English

Document ID (Org No.):

2001515612

pISSN:

2518-668X

teacher competencies

higher-order thinking skills

diagnostic assess

differentiated instruction

21st-century education

Issues

Article Details

Enhancing 21st Century Teacher Competencies Through HOTS Integration and Diagnostic Assessment in Differentiated Instruction

Authors: Pranti Sayekti | Swastika Dhesti Anggriani

Publisher: KnE Social Sciences

Journal: KnE Social Sciences Vol.11 Issue 2, pp.74-100

Document Type: Article

Publication Date: 2/2026

Document Language: English

Document ID (Org No.): 2001515612

pISSN: 2518-668X

teacher competencies

higher-order thinking skills

diagnostic assess

differentiated instruction

21st-century education

Issues

Authors:

Pranti Sayekti | Swastika Dhesti Anggriani

Publisher:

KnE Social Sciences

Journal:

KnE Social Sciences Vol.11 Issue 2, pp.74-100

Document Type:

Article

Publication Date:

2/2026

Document Language:

English

Document ID (Org No.):

2001515612

pISSN:

2518-668X