摘要：This research was aimed at profiling student’s thinking skills in dealing with Higher-Order Thinking Skills (HOTS) questions based on Marzano taxonomy by referring to 13 indicators. This pre-experimental research employed pretest-posttest design. The indicators included were comparison,classification,deductive reasoning,inductive reasoning,error analysis,construction,analysis perspective,abstraction,decision making,investigation,problem solving,inquiry experiment,and innovation finding. The instrument used was a 13-essay questions (r-Pearson= 0.79 and Cronbach alpha = 0.68). The research results conducted to 98 students of Natural Science Education which was analyzed using paired t-test showed the significant different between pre-test and posttest (sig. <0.01). As many as four HOTS indicators (i.e. deductive reasoning,error analysis,construction,and abstraction) were categorized as low level. Meanwhile,the eighth HOTS indicators were categorized as moderate level,namely: comparison,inductive reasoning,analysis perspective,decision making,investigation,solving problem,inquiry experiment,and innovative finding. In addition,the classification indicator was considered to fulfill the high level in the end of the course. Higher order thinking skills profile is crucial to be observed,along with students’ cognitive development,from the beginning of course,which then can be used as a basic information in designing learning approach which is HOTS-oriented for the next course..
