National Arabic Test based on Higher Order Thinking Skills

: In the 21st century, skills required higher order thinking skills (HOTS). Therefore the test questions developed are directed towards HOTS based. The purpose of this study was to find a HOTS-based Arabic question model in the national level Arabic questions that could be used as a reference for teachers in developing good and appropriate HOTS-based questions and inspirational. The research approach used in this study is a qualitative and quantitative type of research (R&D) research approach. Researchers reveal models of HOTS-based Arabic questions that are in accordance with scientific and modern developments with discussions with Arabic assessment experts, visiting several schools that teach Arabic as a preferred foreign language, discussions with Arabic teachers, interviewing question development officials, and checking national Arabic questions, then discussions with Arabic experts and teachers. The Arabic HOTS question is still understood differently by Arabic teachers and there are still many Arabic questions that have not been categorized as HOTS. Therefore, Arabic teachers need to be given training in developing Arabic HOTS questions but who focus on Arabic questions. So far, the question training is still combined with other materials with speakers who are not experts in developing Arabic questions.


Introduction
There are four findings of problems in the curriculum 2013 version of the old version before the improvement. First, the complexity of learning and assessment in spiritual attitudes and social attitudes. Second, the misalignment between KI-KD and syllabus and books. Third, the application of the 5M thought process as a method of learning that is procedural and mechanistic. Fourth, restrictions on students' abilities through taxonomic beheadings of thought processes between levels. 1 In addition, among the demands of the latest edition of the 2013 curriculum is to integrate HOTS in learning and assessment. 2 HOTS (Higher Order of Thinking Skill) is a critical, logical, reflective, metacognitive, and creative thinking ability that is a high-level thinking ability. The learning material is required to arrive at a metacognitive that demands the ability to predict, design and estimate. There are three areas of HOTS in question, namely analysis, evaluation and creation. Analysis is the specification of a content; evaluation is the ability to think to make decisions based on facts or information and creation is the ability to think to build ideas.
The three HOTS levels above refer to Bloom's enhanced taxonomy at the top. It becomes imperative HOTS must be implemented in scientific learning activities or based on scientific, especially reasoning activities. Although in practice on the field already exists, but the three levels of thinking need to get more serious attention. It needs simultaneous exercises that are done for example is to do writing, painting, formulating problem-solving ideas, developing multimedia, technological tools and art. In addition to HOTS learning activities must appear and take root in the problems developed to improve the ability of HOTS itself in students. 3 HOTS must also be automatically developed in Arabic on K.13. 4 But if you look at the reality of Arabic problems in the field, especially those developed by teachers, the average problem developed in the form of LOTS, not MOTS let alone HOTS. The existing phenomenon is the UAMBN question which was developed into a reference in the development of the Arabic HOTS question was developed by teachers in madrasahs/schools. Therefore, the research team is interested in conducting applied research and national development entitled Development of the National Arabic Test HOTS-Based (Higher Order Thinking Skills

Review of Literature
The HOTS problem is an important problem in the development of education, especially Arabic language education in Indonesia. 6 Where the HOTS problem is a problem that is at the level of C4-C6 in bloom taxonomy. It requires reasoning and logic to make decisions (evaluation), predict and reflect, and the ability to devise new strategies to solve problems that are not routine. The skills needed include interpreting, finding relationships between concepts and transferring concepts to another. Then, the learning material is required to arrive at a metacognitive that demands the ability to predict, design and estimate.
Many studies have studied HOTS but are still general in nature, for example Faruq and Huda's research examines HOTS learning. Fauziah and Shihabuddin's research analyzed HOTS-based Arabic questions in the final semester exam questions. Febriani's research analyzed the implementation of Arabic language learning whether HOTS-based or not. Ainin also questioned whether it was about Arabic in schools or madrasahs HOTS, MOTS or whether it was still LOTS. Kafi and Ilma's studies also discussed the analysis of HOTS-based Arabic thematic problems. 7 This study is different from previous studies. Previous research there is learning-based and some is focus to assessment.
The research that focused to HOTS-based assessments has nothing to do with the matter of HOTS national standards. The HOTS question in the UAMBN question is at the core of the novelty of this study. So that the UAMBN question will be a model in are limited studies related to the final semester exam questions that are local in nature and even at the school or madrasah level. Therefore, this study intends to find a model of HOTS questions in UAMBN based on analysis was conducted by Arabic teachers.
This study aims to find a model of national-level Arabic questions that are standardized for the high school level. This research has a hypothesis that some of the Arabic questions in UAMBN have characteristics of HOTS questions that can be a model for Arabic HOTS questions. This is done by having discussions about HOTS with teachers. Then, the teachers were asked to analyze which questions in their view were categorized as HOTS. To find the problem, researchers dug up various sources, both madrasahs, schools and universities, as well as the making institution directly in this case the Ministry of Trade and Ministry of Education. After the problem was discovered then researchers conducted FGD with High School/MA Arabic teachers, lecturers/experts in Arabic education from both the ministry of higher education and the ministry of religion and ended with field tests in several madrasahs/schools DKI Jakarta and West Java. The study was conducted from April-November 2018. Some of the cities that are the object of research are Semarang, Banda Aceh, Surabaya, Jakarta, Bogor and South Tangerang.

This research was conducted in
The research approach used in this research is a qualitative and quantitative research type development (R&D) approach. 8 The questions of UAMBN were chosen as analyze object in this research. This is because the UAMBN question is a question developed through standardized measures and developed involving teachers and experts in Arabic language education and assessment who have been tested for their abilities and experience. Researchers reveal a HOTS-based Arabic problem model that is in accordance with scientific and modern developments with surveys, 9 interviews, 10 documentation studies, 11 FGD, 12 and field tests. 13 The data was collected by looking for UAMBN Arabic questions to the madrasah, then discussing with the teacher about the UAMBN question, and asking the teacher to find the HOTS question in it.
The question of Arabic language program as the preferred language was not chosen to be the object of research because the questions tended to be low and in MAN which was the object in that year was not opening a language program. The teachers who were the respondents of this study were teachers at two MANs in DKI Jakarta. These two The madrasah/school in question is the madrasah/school that makes Arabic as the subject matter.

Results and Discussion
HOTS Arabic questions when combined with expert opinion and practitioner opinion. First, for the UAMBN non-religious program, the following data is generated: Item number of the question 1, 3, 5, 8, 9, 11, 13, 17, 23, 25, 26, 28, 29, 30, 32, 36, 37 4, 6, 7, 15, 22, 27, 29, 31, 19 40 14, 21, 24, 34, 35 2, 12, 18, 20, 33 16, 39 10, 38 The data above illustrates that the UAMBN non-religious program amounts to 40 items. It can be seen that the HOTS problem is number 2, 4, 6, 7, 10, 12, 14, 15, 16, 18, 19, 20, 21, 22, 24, 27, 29, 31, 33, 35, 38, 39, and 40  meaning is 13/40 or 32.5% about religious UAMBN for MA. If combined but agreed by practitioners and experts then the same data is generated, about numbers 2, 4, 5, 6, 8, 13, 16, 17, 22, 25, 26, 28, and 39. This means that there are 13 questions about UAMBN religious MA which is categorized as HOTS. The total HOTS questions are only 13 out of 40 questions, which means that they are still very less than the questions that are not categorized as HOTS. 15 In this sub will be discussed about what is an agreement between experts and practitioners of Arabic language education about HOTS in UAMBN 2018. The problems categorized HOTS are questions about testing the ability, among others: Table 3. HOTS Question Content in UAMBN Non-Religious Programs 1. Question no.2 is about mentioning the theme of an Arabic text. 2. Question number 10 is about composing random words 3. Problem number 12 is about composing random words equal to problem number 10 4. Problem number 14 is a matter of the ability to compose Arabic sentences in accordance with the image. 5. Question number 16 is a matter of determining the main idea / main thought of a reading. 6. Question no. 18 is about putting random words into correct sentences. 7. Question no. 20 is to ask about the ability to determine the theme / title of the reading / text. 8. Question no. 21 is to ask about the ability to determine the theme / title of the reading / text. 9. Question no. 24 is to ask about the ability to determine the theme/title of the reading/text. 10. Question no. 33 is to ask about the ability to determine the theme / title of the reading / text. 11. Question no. 34 is to ask about the ability to determine the theme / title of the reading / text. 12. Question no. 35 is to ask about the ability to determine the theme / title of the reading / text. 13. Question no. 38 is to ask about the ability to conclude the contents of the reading / text. 14. Question no. 39 is to ask about the ability to determine the theme / title of the reading / text Table 3 2. Question no. 4 is to ask about the ability of the reading theme / text. 3. Question no. 5 is the ability to choose sentences according to the image 4. Question no. 6 choosing the implied meaning of the text 5. Question no. 8 is to ask about the ability to determine the occurrence of dialogue in the reading / text. 6. Question no. 13 determining the exact image according to a sentence 7. Question no. 16 is to ask about the ability of the reading theme / text. 8. Question no. 17 is to ask about the ability of implied meaning of reading / text. 9. Question no. 22 is to ask about the ability of implied meaning of reading / text. 10. Question no. 25 is asking about the ability to arrange random sentences into paragraphs. 11. Question no. 36 is to ask about the ability of implied meaning of reading / text. 12. Question no. 28 is to ask about the ability to touch text and translate it into an image. 13. Question no. 39 is to ask about the ability of implied meaning of reading / text when the dialogue occurs, the right image according to the sentence, constructing the sentence into paragraph, and determining the image that corresponds to the text. The most widely used in HOTS matters is to determine the implied meaning of the text.
The 27 models of HOTS problems above, there are at least eight models of questions, namely: about mentioning the theme of an Arabic text as many as 10 questions, about composing random words as many as 3 questions, about the ability to compose Arabic sentences in accordance with images as much as 1 problem, determining the main idea/main thought of a reading as much as 1 question, asking about the ability to conclude the contents of the reading/text as much as 1 question, ask about the ability of implied meaning of reading/text as much as 4 questions, ask about the ability to determine the occurrence of dialogue in the reading/text as much as 1 question, and ask about the ability to touch the text and translate into an image as much as one question.
The different types of questions categorized by HOTS vary in Arabic material. 16 context of a word, the implied meaning in the text, determining the position of the underlined words in a text.
In the matter of UAMBN and UN has not been applied to test listening skills. 20 Also, various variations on understanding readings and rules and Arabic culture. 21 By digging deeper, it is expected that the national Arabic language in the future will be of better national and even international quality. Therefore, this research provides several implications, including first, it needs a lot of training for teachers in developing Arabic HOTS questions. Second, it is necessary to develop a HOTS-based curriculum. Third, Arabic language learning must be HOTS-based when the standardized national questions are already HOTS-based. Practice questions, UTS, UAS, and other exercises must also be designed based on HOTS. The HOTS culture must be developed from planning especially in developing indicators, when carrying out learning in the classroom, and in developing tests.
The extent of this study is that the sample of teachers who are the object of new research in two state madrasahs, therefore needs to also be analyzed for the development of national HOTS questions on a wider scale. It is also necessary to analyze the questions that teachers ask in the context of local-based school tests in both madrasahs and schools.

Conclusion
The types of models about HOTS developed are still uneven and have not varied. HOTS. However, this data will provide an overview and guidance for the development of HOTS so that it is development is more varied and adapts national standard questions of languages such as TOEFL/IELTS and the like in English and TOAFL/ITHLA or the like in testing Arabic competence. In the matter of UAMBN and UN has not been applied to test listening skills. Also, variations on understanding readings and rules and Arabic culture. By digging deeper, it is expected that the national Arabic language in the future will be of better national and even international quality. The weakness of this study has not been able to examine the language problem of UAMBN developed because it has to detect schools that hold language programs. This study also has not analyzed the extent of the statistical validity of the questions which according to the analysis of teacher practitioners and experts are included in the category of HOTS questions.

Acknowledgment
A word of gratitude was conveyed infinitely to the LP2M Research and Publishing Center UIN Syarif Hidayatullah Jakarta for providing financial assistance to the author to carry out this research.

Author Contributions Statement
RR contributes to carrying out research, especially in preparing instruments, data collection, data analysis, data reduction and interpreting research findings, and reporting research results into an interesting article to read. MA, HB, and YS contributed to data analysis, data reduction, interpreting research results, and language alignment.