scholarly journals Pengembangan Kurikulum Pembelajaran Bahasa Arab di Masa Pandemi Covid-19

2021 ◽  
Vol 5 (02) ◽  
pp. 2014-234
Author(s):  
Ayu Desrani ◽  
Dzaki Aflah Zamani
Keyword(s):  
Language Learning ◽  
Higher Order Thinking ◽  
Arabic Language ◽  
Thinking Skills ◽  
Language Teachers ◽  
Learning Technology ◽  
Higher Order Thinking Skills ◽  
Library Research ◽  
Comprehensive Picture ◽  
Clear Objective

Purpose- this study aims tofind out and analyze the appropriate curriculum in Arabic learning during the covid-19 pandemic, where at this time the covid-19 pandemic is increasing and its spread is growing rapidly, so it becomes a challenge for a teacher to overcome the learning so that it continues as it should. , including learning Arabic.   Design/Methodology/Approach- This study used a qualitative approach with a library research method that used books and other literatures as the main object. This research was analyzed descriptively on the content to provide a clear, objective, systematic, analytical and critical description and description of the appropriate Arabic language learning curriculum during the COVID-19 pandemic.   Findings- 4 basics in the development of the Arabic language learning curriculum during the pandemic: 1) the preparation of learning objectives must be adapted to the circumstances of students and socialized to parents to work together to achieve these goals. 2) the content or material content is designed in such a way as to get students to lead to higher order thinking skills. 3) During the learning process the teacher is required to be as creative as possible to guide learning, the use of appropriate methods and media is very influential. 4) evaluation based on project is highly recommended to avoid the possibility of students cheating on each other. Research Limitation/Implications- This study cannot cover all in detail about Arabic language skills, because in essence during the current COVID-19 pandemic, teachers need more ways in which subject matter can be conveyed properly to students. However, this study can provide a comprehensive picture of the needs of Arabic language teachers in teaching, one of which is the use of learning technology.

Higher-Order Thinking Skills (HOTS)-based Formative Assessment: A Proposed Model for Language Learning Assessment

2020 ◽  
Vol 9 (2) ◽  
pp. 115
Author(s):  
Wiyaka Wiyaka ◽  
Entika Fani Prastikawati ◽  
AB Prabowo Kusumo Adi
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Formative Assessments ◽  
Assessment Model ◽  
Higher Order Thinking Skills ◽  
Learning Assessments ◽  
Proposed Model

<div><p class="StyleABSTRAKenCambria">The integration of higher-order thinking skills (HOTS) in language learning assessments has become a crucial issue in 21st-century learning. However, not many teachers are aware of the need to incorporate HOTS in assessments due to their insufficient knowledge and the absence of good examples. Further, there is not much research and literature on HOTS-based formative assessment that can be used as references. This research aims to fill the existing gap by providing a model of higher-order thinking skills (HOTS)-based formative assessments for English learning, especially in junior high schools. By employing research and development design, this research describes the validation of the assessment model. The proposed model of assessment may be used as a prototype for assessing language learning.</p></div><p> </p>

scholarly journals Integrasi Keterampilan Berpikir Kritis dalam Buku Teks Bahasa Indonesia Kurikulum 2013 Berperspektif HOTS

2021 ◽  
Vol 4 (3) ◽  
pp. 365-374
Author(s):  
Duwi Saputro ◽  
Atiqa Sabardila ◽  
Harun Joko Prayitno ◽  
Markhamah Markhamah
Keyword(s):  
Language Learning ◽  
Conceptual Knowledge ◽  
Primary Outcome ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Text Learning ◽  
Higher Order Thinking Skills ◽  
Cognitive Dimension ◽  
Knowledge Based ◽  
Revised Bloom's Taxonomy

This study aims to describe thinking skills in Indonesian Language Learning Textbook class X Curriculum 2013. The thinking skills in this study are oriented towards revising Bloom's learning taxonomy which divides thinking skills into two domains, namely Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS). The data in this study are in the form of text learning objectives written in Indonesian textbooks. The data is sourced from two revised editions of Indonesian textbooks, namely the 2014 revision and the 2017 revision. The data analysis method used in this study is referential matching and mapping of educational objectives based on the revised Bloom's taxonomy. The integration of thinking skills in Indonesian textbooks is manifested in the cognitive and knowledge dimensions. The cognitive dimension is dominated by the level of creation (C6) accumulated from two revised books. The knowledge dimension is dominated by conceptual knowledge. Based on this dominance, it can be concluded that the primary outcome of learning Indonesian is text creation. The text created is constructed from the concepts of text knowledge obtained in the learning process.

scholarly journals Using the Cognitive Research Trust Scale to Assess the Implementation of the Elements of Higher-Order Thinking Skills in Malay Language Teaching and Learning

2019 ◽  
Vol 8 (2S2) ◽  
pp. 392-398
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Higher Order Thinking Skills ◽  
Cognitive Research ◽  
Trust Scale

The aim of this study is to assess the teaching practices of Malay Language teachers in implementing the elements of higher-order thinking skills in the teaching and learning of Malay Language using the Cognitive Research Trust (CoRT) Scale. Essentially, the scales comprises six devices, namely CoRT 1 (Breadth), CoRT 2 (Organization), CoRT 3 (Interaction), CoRT 4 (Critical Thinking), CoRT 5 (Information and Feeling), and CoRT 6 (Action) that are related to CoRT tests, namely PMI (Plus, Minus, Interesting), CAF (Consider All Factors), C&S (Consequence & Sequel), AGO (Aims, Goal, Objectives), FIP (First, Important, Priorities), APC (Alternatives, Possibilities, Choice), and OPV (Other People’s Views). This study used a qualitative approach using the observation method to elicit data from a study sample consisting of six Malay Language teachers from several schools with as sizeable indigenous or Orang Asli student population in the district of Batang Padang. A descriptive qualitative analysis was conducted to draw pertinent findings of the teachers’ understanding and practices of HOTS. The analysis of the data revealed that the teaching and learning of the subject matter were infused with the elements of HOTS, with the teachers employing a combination of the CoRT devices and thinking techniques. Such an infusion of skills was made evidently clear by students’ answers that demonstrated high critical thinking skills. These findings underscore the importance of using the Cognitive Research Trust Scale to assess the implementation of HOTS in the teaching and learning practice of the Malay Language. In conclusion, the proper and judicious use of CoRT devices and thinking techniques can help students to develop HOTS, which are extremely important to enable them to think and solve problems critically and creatively.

scholarly journals Inculcation of Higher Order Thinking Skills (HOTS) in Arabic Language Teaching at Malaysian Primary Schools

2016 ◽  
Vol 07 (02) ◽  
pp. 307-314 ◽  
Author(s):  
Mohd Yusri Kamarudin ◽  
Nik Mohd Rahimi Nik Yusoff ◽  
Hamidah Yamat ◽  
Kamarulzaman Abdul Ghani
Keyword(s):  
Primary Schools ◽  
Language Teaching ◽  
Higher Order Thinking ◽  
Arabic Language ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

scholarly journals Faáliyah al-Tadribat 'ala Asas Maharat al-Tafkir al-Úlya fi Ta’lim al-Qiraáh al-Árabiyyah

2021 ◽  
Vol 5 (2) ◽  
pp. 289
Author(s):  
Tika Mardiyah ◽  
Umi Machmudah ◽  
Abdul Wahab Rosyidi
Keyword(s):  
Alternative Hypothesis ◽  
Language Education ◽  
Higher Order Thinking ◽  
Arabic Language ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Gain Score ◽  
Post Test ◽  
Effective Level

This study aimed to determine the effectiveness of using exercises based on higher-order thinking skills in teaching reading. The type of this research was quantitative using a pre-experimental design with one group pre-test post-test. The research samples were forty students from all students at the third level of Arabic Language Education Department at the State Islamic University of Tulungagung. Data analysis was carried out using the statistical program SPSS 22 with paired sample T-Test and N-Gain Score. The results of this study indicated the following: (1) the higher-order thinking skills applied in Arabic reading exercises included the analysis level, evaluation and creativity in the formats of multiple choice, essay, true and false, pairing, completion, and work questions; (2) The results showed that there was a difference between the results of the pre-test and post-test with a Sig (2-tailed) value of 0.00; T-count was lower than than T-table; and the N-Gain Score value was of 0.61. It indicated that the alternative hypothesis (H1) was accepted, and the exercise was at a moderately effective level. The finding of this research demonstrated that the exercises based on higher-order thinking skills were effective in improving students’ thinking skills in teaching Arabic reading.

scholarly journals Penerapan Kemahiran Berfikir Aras Tinggi dalam Pengajaran Karangan UPSR oleh Guru Bahasa Melayu: Satu Kajian Kes

2018 ◽  
Vol 10 (3-2) ◽  
Author(s):  
Muhammad Faez Nurazman Amrullah ◽  
Wan Muna Ruzanna Wan Mohamad ◽  
Melor Md Yunus
Keyword(s):  
Primary Schools ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Language Teachers ◽  
Higher Order Thinking Skills ◽  
Main Method ◽  
Essay Writing ◽  
High Level

The purpose of this research is to survey the reaction of Malay Language teachers in normal primary schools towards the application of Higher Order Thinking Skills (HOTS) from the aspect of execution of HOTS in essay writing, confidence in delivery, difficulties experienced during delivery, the level used during delivery and the steps taken to overcome said problems after the teaching process of essay writing. Two male and female teachers teaching at a school in the district of Petaling Jaya were involved as participants in this research. This research was carried out using qualitative methods i.e. the case study and findings were elicit through conversation. Using conversation, the findings of the research show that the main method used by the participants in the application of HOTS were I-Think maps, Question & Answer (Q&A) sessions and high level difficulty questions. Meanwhile, the least used methods were brainstorming and project-based discussions. The participants of the research also displayed high level confidence in the usage of HOTS, but some problems did arise caused by varied intelligence of the students in a certain class causing some disturbance. The problem could be overcame by diversifying methods in delivering HOTS during teaching essay writing. Through this research also, it is found that the teachers use different standards between weak and excellent students, depending on the level of maturity in thinking. This research is significant in order to increase the application of higher order thinking skills in teaching Ujian Penilaian Sekolah Rendah (UPSR) level essays by Bahasa Melayu teachers.

scholarly journals TAHAP PENGETAHUAN, SIKAP DAN MASALAH GURU BAHASA MELAYU TERHADAP PENERAPAN KEMAHIRAN BERFIKIR ARAS TINGGI DALAM PENGAJARAN DAN PEMBELAJARAN KOMSAS

2021 ◽  
Vol 4 (1) ◽  
pp. 93-107
Author(s):  
Nur Shahirah Mat Isa ◽  
Zamri Mahamod
Keyword(s):  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Mean Value ◽  
Language Teachers ◽  
Higher Order Thinking Skills ◽  
Average Value ◽  
The Mean ◽  
High Level

This study aimed to learn the knowledge, attitude and problems of Malay Language teachers on the implementation of higher-order thinking skills (HOTS) in teaching and learning (T&L) literature component (KOMSAS) in secondary schools.The study was conducted because there are Malay Language teachers who have a low mastery of the syllabus and content of KOMSAS. Respondents of this study consisted of 108 Malay Language teachers in secondary schools that teach in Timur Laut district, Penang. The design of this study is a study that uses descriptive analysis. This study uses questionnaires as instruments. Data were analyzed using Social Package for Social Sciences (SPSS) version 25.0 for descriptive data description. The findings showed the mean average value of teacher knowledge level before T&L (min 3.917) and current T&L (min 3.970), teacher attitude level before T&L (mean 3.894) and current T&L (min3.875) against HOTS in T&L KOMSAS showed the average mean value was at a high level, while the average mean value of problems on teachers (mean 3.116) and problems on students (mean 2.578) to implement KBAT in T&L KOMSAS are at a moderate level. This indicates that the knowledge, attitudes and problems affecting the implementation of HOTS among Malay language teachers in the T&L of KOMSAS. Keywords: Knowledge, attitude, problems, HOTS, KOMSAS   Abstrak: Kajian ini bertujuan untuk mengkaji tahap pengetahuan, sikap dan masalah guru bahasa Melayu terhadap penerapan kemahiran berfikir aras tinggi (KBAT) dalam pengajaran dan pembelajaran (PdP) komponen sastera (KOMSAS) di sekolah menengah. Kajian ini dijalankan kerana terdapat guru bahasa Melayu yang mempunyai penguasaan yang rendah tentang sukatan pelajaran dan kandungan KOMSAS. Responden kajian ini terdiri daripada 108 orang guru Bahasa Melayu sekolah menengah yang mengajar di Daerah Timur Laut, Pulau Pinang. Reka bentuk kajian ini adalah kajian tinjauan menggunakan analisis deskriptif. Kajian ini menggunakan soal selidik sebagai instrumen. Data dianalisis dengan menggunakan Social Package for Science Social (SPSS) versi 25.0 untuk pemerihalan data secara deskriptif. Dapatan kajian menunjukkan nilai purata min bagi tahap pengetahuan guru sebelum PdP (min 3.917) dan semasa PdP (min 3.970), tahap sikap guru sebelum PdP (min 3.894) dan semasa PdP (min3.875) terhadap KBAT dalam PdP KOMSAS menunjukkan nilai purata min berada pada tahap tinggi, manakala nilai purata min bagi masalah terhadap guru (min 3.116) dan masalah terhadap pelajar (min 2.578) untuk menerapkan KBAT dalam PdP KOMSAS berada pada tahap sederhana. Hal ini menunjukan bahawa tahap pengetahuan, sikap dan masalah guru bahasa Melayu mempengaruhi penerapan KBAT dalam KOMSAS dalam kalangan pelajar ketika proses PdP dijalankan. Kata kunci: Pengetahuan, sikap, masalah, KBAT, KOMSAS

scholarly journals Pengembangan Keterampilan Berpikir Tingkat Tinggi Melalui Pendekatan Open-Ended

2020 ◽  
Vol 3 (2) ◽  
pp. 125-140
Author(s):  
I Wayan Januariawan ◽  
I Komang Wisnu Budi Wijaya ◽  
Ni Kadek Supadmini ◽  
Diah Nirmala Dewi
Keyword(s):  
Decision Making ◽  
Learning Process ◽  
Industrial Revolution ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Library Research ◽  
Life Challenges ◽  
High Order Thinking

Nowadays industrial revolution era, High Order Thinking Skills (HOTS) is part of skills needed to face global rivalry and complex life challenges.  However, these skills incline to be little-mastered. It seems to be necessary to develop Higher Order Thinking Skills from the early-ages, especially for students which are integrated in the learning process. This study is a kind of library research. The result of this study showed is the advancement of HOTS can be done through an open-ended approach. The open-ended approach is able to stimulate the students in getting used to think critically, logically, creatively, collusively, argumentating, until decision making in the form of problem solving which contains analyzing, evaluating, and creating activities. Thus, the open-ended approach is well done in the learning process that can support the development of Higher Order Thinking Skills (HOTS)

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