High Order Thinking Skills (HOTS) based learning has been implemented in Vocational High Schools in Indonesia, however, the critical and creative thinking skills of students are still low. Therefore, this research aims to analyze the implementation of HOTS-based learning in vocational high schools. The analysis is important to reveal the causes ofthe low ability of students to think critically and creatively. Moreover, it was carried out through planning, implementation, and assessment of the learning process. The research design was mixed and the population consisted of vocational high school teachers and students. Purposive sampling was chosen due to the effectiveness of the data collected, which wasbased on the planning, implementation, and assessment of the learning process. The data was then analyzed using descriptive statistical techniques. The results showed that HOTS-based learning has been implemented, however, it has not been effective, as evidenced by its incomplete application in schools. Furthermore, teaching practice was already HOTS-based, however, it was not planned. The results also showed that learning assessment was based on content, although it did not refer to the lesson plan. Finally, the teachers were still confused about the planning, implementation, and assessment of HOTS-based learning, thus, they needed intensive guidance. © 2023 Author(s).
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