Work motivation and creativity on teacher ability to develop HOTS-based assessments

I Wayan Widana; I Made Suarta; I Wayan Citrawan

doi:10.29332/ijssh.v3n3.378

Authors

I Wayan Widana
i.wayan.widana.bali@gmail.com
IKIP PGRI Bali, Denpasar, Indonesia
I Made Suarta IKIP PGRI Bali, Denpasar, Indonesia
I Wayan Citrawan IKIP PGRI Bali, Denpasar, Indonesia

Keywords:

assessments, creativity, HOTS, motivation, teacher ability

Abstract

This research aims to determine: (1) the effect of motivation on the ability of high school/vocational high school mathematics teachers to develop HOTS-based Assessments; (2) the effect of creativity on the ability of high school/vocational mathematics teachers to develop HOTS-based Assessments; and (3) the effect of simultaneous motivation and creativity on the ability of high school/vocational high school mathematics teachers to develop HOTS-based Assessments. This research is a survey research. The results of the data analysis showed that (1) motivation had a direct positive effect on the ability of high school/vocational mathematics teachers to develop HOTS-based Assessments with partial correlation coefficient values of 0.638 and sig.=0.000<0.05; (2) creativity has a direct positive effect on the ability of high school/vocational mathematics teachers to develop HOTS-based Assessments with a partial correlation coefficient value of 0.550 and sig.=0.000<0.05; (3) motivation and creativity simultaneously have a direct positive effect on the ability of high school/vocational high school mathematics teachers to develop HOTS-based Assessments with a value of F=239.474 (sig.= 0,000). The magnitude of the effect of simultaneous motivation and creativity on the ability of high school/vocational high school mathematics teachers to develop HOTS-based Assessments was 54.7%, while 45.3% was explained by other variables.

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