IJCETS 10 (1) (2022): 57-66 Indonesian Journal of Curriculum and Educational Technology Studies http://journal.unnes.ac.id/sju/index.php/jktp Do There Any Higher Order Thinking Skills in the Cambridge Primary Mathematics Textbook? Fafii Rochmatillah 1 1 Department of Educational Technology and Curriculum, Faculty of Education, Universitas Negeri Semarang, Semarang, Indonesia DOI: https://doi.org/10.15294/ijcets.v10i1.56341 Abstrak Hasil assesmen nasional dan internasional yang konsisten buruk membuat kuri- kulum nasional menuai kritik. Sementara itu, kurikulum Cambridge diminati se- jumlah kalangan karena dianggap lebih berkualitas. Buku teks sebagai manifestasi kurikulum berpengaruh terhadap pembelajaran siswa. Tujuan penelitian ini yaitu mendeskripsikan Higher Order Thinking Skills (HOTS) dan dominasi levelnya dalam buku teks Cambridge Primary Mathematics 4 yang terdiri dari Teacher’s Resources dan Learner’s Book. Penelitian ini menggunakan metode analisis isi kualitatif terarah. Hasil penelitian ini menunjukkan bahwa ketiga level HOTS (menganalisis, mengevaluasi, dan mencipta) tersebar dalam keempat tema besar (number, measure, handling data, dan geometry) Teacher’s Resource dan Learner’s Book. Secara teoretis, HOTS dalam Teacher’s Resource dan Learner’s Book dapat membelajarkan critical thinking, creativity, collaboration, dan communication karena pembelajaran muatan HOTS dalam buku ini terpusat pada siswa dan guru aktif memberikan scafolding menggunakan pertanyaan open-ended, diskusi, ser- ta aktivitas berkelompok. HOTS dalam Teacher’s Resource didominasi oleh level mencipta, sedangkan Learner’s Book didominasi level menganalisis. Abstract The poor results of national and international assessments make the national cur- riculum get criticism. Meanwhile, the Cambridge curriculum gets popular because of its quality. Textbooks as curriculum manifestations afect student learning. This study at to describe Higher Order Thinking Skills (HOTS) and the dominance of its level in the Cambridge Primary Mathematics 4 textbooks that are Teacher’s Re- sources and Learner’s Book. This study uses a directed qualitative content analysis method. This research shows that all HOTS levels (analyze, evaluate, and create) are spread across four major themes (number, measure, data handling, and geom- etry) Teacher’s Resource and Learner’s Book. Theoretically, HOTS in the Teacher’s Resource and Learner’s Book can teach critical thinking, creativity, collaboration, and communication because the learning content of HOTS in this book uses a stu- dent-centered approach and the teacher actively provides scafolding using open- ended questions, discussions, and group activities. HOTS level creating is dominant in Teacher’s Resource and analysis is dominant in Learner’s Book. Article History Received : October 2021 Accepted : January 2022 Published : April 2022 Keywords Cambridge curriculum; higher-order thinking skills; mathematics; teacher resources; textbook analysis  Corresponding author : Address: Department of Educational Technology and Cur- riculum, Faculty of Education, Universitas Negeri Semarang, Semarang, Indonesia E-mail: fafirochmatillah@students.unnes.ac.id © 2022 Universitas Negeri Semarang p-ISSN 2252-6447 e-ISSN 2527-4597