Higher order thinking skill (HOTS) is one of the students’ abilities that should be developed through teaching and learning. Teachers’ knowledge about HOTS and its teaching and learning tactics is a key to successful education. The purpose of this research is to describe teachers’ knowledge about higher order thinking skills (HOTS). The research involves qualitative study with the phenomenological approach. The research participants are 27 mathematics teachers from state and private junior high schools across 7 provinces in Indonesia. The researcher collected data with a test followed by focus group discussion (FGD) and interviews. The analysis of data involved Bogdan & Biklen model and descriptive statistics for data from the test. The analysis of FGD, and test data intends to get information on 6 sub-themes; teachers’ knowledge about HOTS, importance of HOTS, teaching about HOTS to students, improving students’ HOTS, measuring and assessing HOTS, and teachers’ ability for solving HOTS-based problems. The results indicate that teachers’ knowledge about HOTS, their ability to improve students’ HOTS, solve HOTS-based problems, and measure students' HOTS is still low. There are facts, however, that teachers already understand the importance of HOTS and teaching it by using various innovative learning models. Keywords: HOTS, measurement and assessment, teachers’ knowledge, teaching and learning

Personality is a silent sedentary nature, which affects the attitudes and behavior of every individual. For a teacher, personality will appear as a hidden curriculum, which affects how to teach and educate. This phenomenological research aimed to interpret the characteristics of effective teachers’ personality in strengthening character education. The participants in this study were 17 elementary, secondary, and high school teachers from nine districts in Indonesia. This participant was selected using purposive sampling technique (teachers who have more than 10 years of teaching experience). Data collection was carried out by interview. Qualitative data analysis was performed using the ATLAS.ti software. The data analysis stages in this study were data coding, data classification, and data interpretation. This study found 12 personality characteristics of teachers that are effective in strengthening character education, include able to behave as friends, able to be roles model, able to understand lessons, discipline, respectful of students, treat students impartially in terms of sanctions, patient, relaxed, willing to pursue life-long learning, master the skill of educating character, not known as fierce teachers, and perceived as joyful teachers. The effective teacher personality can provide understanding and improvement of character education in schools.

Higher Order Thinking Skills (HOTS) is a skill demanded in 21 st century. HOTS is trained in mathematics learning which one of its execution uses teaching materials such as textbook. This article aims to describe the urgency of HOTS content analysis in mathematics textbook.The results of literature review show that HOTS is one of the main goals in education and become one of the top five variables that can improve studentachievement. HOTS can be developed but cannot be automated and requires practice. Textbook is one of the learning media that can be used in training HOTS because the textbook is the main learning media for teachers and students. Teacher's decisions in selecting teaching materials and strategies are also directly influenced by textbook used by teachers. Some studies even mentioned that there is a strong relationship between textbook used with student achievement. Thus, it can be said that the more HOTS content in a textbook, the greater the probability of HOTS to be trained and taught to the students. Therefore, a mathematical textbook analysis is needed to find out how the HOTS content in textbook is used by teachers and students.

This study aims to prove the content validity of the self-regulated learning (SRL) scale using Likert model and multiple-choice model with content validity coefficient based on expert assessments with Aiken formula and expanded Gregory formula. In this study, the SRL scale with Likert and multiple-choice model are developed using the same outline/format. There are three experts who assess the items' relevancy using indicators of both scale formats. The results of the expert assessments are then used to calculate the coefficient of the validity with Aiken formula and the expanded Gregory formula. The results showed that the content validity coefficient based on expert assessment on Likert and multiple-choice format with Aiken formula is at 0.9 for each, while using the Aiken formula and expanded Gregory formula, the coefficient is 0.6 for Likert, and 0.8 for multiple-choice.