A Content Analysis of High Order Thinking Skills on Student’s Textbook of Curriculum 2013 for Mentally Retarded

Abstract

This article aims to describe the results of the content analysis of high order thinking skills on student’s text book of curriculum 2013 mentally retarded grade IV SDLB (elementary level of special school). This research used qualitative research with content analysis design. The results of the analysis carried out on student’s book of curriculum 2013 mentally retarded grade IV SDLB theme "Playing at my Environment", the activities included in it already contain activities that are oriented to high order thinking skills with 3 indicators (analysis, evaluation and creation), but not evenly distributed in any learning. Operational verbs on the indicator of the ability to create with a total of 35 operational words, on the indicator of the ability of analysis as many as 24 operational verbs and operational verbs in the evaluation ability of 9 operational verbs so that the student’s text book is still oriented to lower order thinking ability because the number of operational verbs used as a reflection of high order thinking skills is still little. That results also shows that the student’s text book is in accordance with the standard of the educational process because it already contains high order thinking skills and can also be used as a reference in learning for mentally retarded children, however, more likely for mild mentally retarded children to remember the characteristics that are still able to be given functional academic learning with modifications and adjustments according to their capacity. Keywords— high order thinking skills, student’s text book,