Globally, HOTS-based learning stimulates the students’ creativity in solving problems, which is still low in Indonesia. Students developed a habit of not asking questions when experiencing difficulties in understanding learning materials, preventing most graduates from competing in the workforce. The Ministry of Education was heavily criticized and advised to investigate learners’ readiness and response. The purpose of this study was to investigate readiness and response in HOTS-based learning that includes critical thinking and problem-solving, creativity, collaboration, and communication (4C) skills. A descriptive survey design was used to sample high school students in Central Java Province. Furthermore, purposive sampling technique was used to select a total of 507 students while the data were collected through questionnaires and interviews. The results showed that Vocational High School learners were ready and responsive only in certain aspects. Moreover, the readiness and response questionnaires mean were 2.9 and 2.95, respectively which indicates the students reach 72.5% and 73.75%. From the interview, they did not prepare for HOTS-based learning because the class was teacher-centered and conventional and did not provide a challenging learning experience. Therefore, Indonesian students were less critical and creative, necessitating for effective strategies. This is because classroom learning cannot stimulate students to think critically and creatively.
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