Understanding the mediating effect of learning approach between learning factors and higher order thinking skills in collaborative inquiry-based learning

2021 ◽  
Author(s):  
Kaili Lu ◽  
Feng Pang ◽  
Rustam Shadiev
Keyword(s):  
Collaborative Inquiry ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Mediating Effect ◽  
Learning Approach ◽  
Higher Order Thinking Skills ◽  
Inquiry Based Learning ◽  
Learning Factors

scholarly journals THE DEVELOPMENT OF HIGHER-ORDER THINKING SKILLS ON JUNIOR HIGH SCHOOL STUDENTS THROUGH GUIDED INQUIRY-BASED LEARNING APPROACH

2020 ◽  
Vol 11 (2) ◽  
pp. 311
Author(s):  
Lucy Asri Purwasi
Keyword(s):  
Design Research ◽  
Sampling Technique ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Approach ◽  
Guided Inquiry ◽  
Higher Order Thinking Skills ◽  
Inquiry Based Learning ◽  
Development Levels

This study was aimed to determine the development levels of higher-order thinking skills on students through the guided inquiry-based learning approach. The research method used was experimental, with true empirical design research. The sample selection was performed by random sampling technique. Data was collected through five tests of essay forms in accordance with various indicators of higher-order thinking abilities, including analysing (C4), evaluating (C5) and creating (C6). The results of this study indicated that the percentage of higher-order thinking ability in the experimental class was 86%, while in the control class was lower, at 79.3%. Based on the results of the study, it was concluded that students with higher-order thinking skills taught through this guided inquiry-based learning were superior compared to those taught by conventional learning.AbstractThis study was aimed to determine the development levels of higher-order thinking skills on students through the guided inquiry-based learning approach. The research method used was experimental, with true empirical design research. The sample selection was performed by random sampling technique. Data was collected through five tests of essay forms in accordance with various indicators of higher-order thinking abilities, including analysing (C4), evaluating (C5) and creating (C6). The results of this study indicated that the percentage of higher-order thinking ability in the experimental class was 86%, while in the control class was lower, at 79.3%. Based on the results of the study, it was concluded that students with higher-order thinking skills taught through this guided inquiry-based learning were superior compared to those taught by conventional learning.Keywords: Guided Inquiry-based Learning, Conventional Learning, Higher-Order Thinking Skills

scholarly journals The Effect of Implementation of Inquiry-based Learning with Socio-scientific Issues on Students' Higher-Order Thinking Skills

2021 ◽  
Vol 4 (3) ◽  
pp. 210-218
Author(s):  
Sitti Nurul Qamariyah ◽  
Sri Rahayu ◽  
Fauziatul Fajaroh ◽  
Naif Mastoor Alsulami
Keyword(s):  
Learning Strategies ◽  
Effect Size ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Control Group ◽  
Higher Order Thinking Skills ◽  
Inquiry Based Learning ◽  
Significant Difference ◽  
Post Test

This study investigates the effect of inquiry-based learning with socio-scientific issues on students' higher-order thinking skills in the first year based on chemistry topics. This study used a quasi-experiment design as a method. A sample of 96 students in three classes was selected and was divided into two groups. An experimental group used two classes (68 students) that received the instruction by inquiry-based learning with socio-scientific issues, while the control group (28 students) received instruction using verification learning. The data were collected using pretest and post-test. The results were analyzed using SPSS 16.0 for windows software by employing ANOVA and effect size. This study showed that the experimental groups have a higher score in Higher Order Thinking Skills than the control group students, and there was a significant difference between the experimental groups and the control group with a large effect size. Thus, this study concluded that inquiry-based learning with socio-scientific issues helps conduct the classroom's learning strategies to improve students' higher-order thinking skills.

scholarly journals Using service-learning approach for promoting higher order thinking skills among Pakistani pre-service teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 187-199
Author(s):  
Muhammad Saeed ◽  
Iqbal Ahmed
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
High Order ◽  
Learning Approach ◽  
Higher Order Thinking Skills ◽  
High Order Thinking

Modern educational pedagogies emphasize that teaching and learning frameworks should be designed to promote essential skills among students and develop their higher order thinking skills and the real-world application of those skills. In this milieu, service-learning is an emerging approach in education that best meets this need. Although much work exists on service-learning in developing students' social, moral, and citizenship potential, there is a lack of research that highlights the role of service-learning and its potential to promote high order thinking skills among pre-service teachers. This study attempts to extensively examine the role of service-learning in promoting high-order thinking skills among pre-service teachers. For this purpose, an integrated approach of Queensland University's higher order thinking guidelines was compared and contrasted as a framework with service-learning approach. The analysis and literature review showed that said the guidelines can be adopted using service-learning approach to promote higher order thinking skills of pre-service teachers. Therefore, the framework is proposed to be integrated into a service-learning course in higher education. The guidelines provide a five steps process for developing higher order thinking skills among teacher education students. The study results provide teacher educators with more practical ways to implement a more active and purposeful teaching and learning environment that encourages higher order thinking among pre-service teachers.

scholarly journals Inquiry-Based Learning Model to Improve Higher Order Thinking Skills

2018 ◽  
Vol 14 (7) ◽  
pp. 39 ◽  
Author(s):  
Makrina Tindangen
Keyword(s):  
Quantitative Research ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Higher Order ◽  
Control Group ◽  
Research Subjects ◽  
Higher Order Thinking Skills ◽  
Inquiry Based Learning ◽  
Scientific Report

This study aims to present ways of implementing inquiry- learning model with the use of scientific reports to improve teachers’ understanding and ability on teaching biology at secondary level. The quantitative research method is quasi-experiment design with pre-test and post-test control group. The research instrument for collecting data of students’ higher order thinking skills is scoring rubrics for assessing abilities on developing and presenting a scientific report. The instruments for assessing teachers’ skills are teacher observation sheets over inquiry-based learning scientific report using an induction method. The research subjects consist of 4 biology teachers and 80 of grade 10 students from Public Secondary School 3 Samarinda.The teachers are all female; while from 80 students, 53 of them are female and the rest 27 are male. The students’ age ranges from 16 to 18 years old. The research lasted for 1 month.Analysis of data uses t test, that if toutcome is higher than ttable, the inquiry-based learning model using scientific reports does affect students’ higher order thinking skills. Data analysis is composed in tabulation format with several graded categories: inadequate, sufficient, good and excellent. The result of the study is that higher order thinking skills of students are increasing in numbers and more equal compared with classes taught by teachers who did not follow the inquiry-based learning model workshop and presentation. The inquiry-based learning model was applied via preparation and presentations of scientific reports after the students carry out practical activities through the guidance of student activity worksheets.

scholarly journals Development of Multiliteration and Higher Order Thinking Skills Through Integrated Learning

2019 ◽  
Vol 3 (1) ◽  
pp. 69
Author(s):  
Kurniasih Kurniasih
Keyword(s):  
Cognitive Process ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Project Based Learning ◽  
Learning Approach ◽  
Integrated Learning ◽  
Learning Models ◽  
Literature Study ◽  
Higher Order Thinking Skills

<p>This paper aims to describe integrated learning as a learning approach, which is suggested to be applied in order to develop multiliteration and higher order thinking skills. Multiliteration and higher order thinking skills are needed and must be mastered by the community so that they can actively participate in the 21st century civilization. In this context, education or in its operation is learning to be challenged to be able to develop skills. Based on the literature study, it was concluded that to develop multiliteration and higher order thinking skills, one approach that needs to be applied is the integrated learning approach. There are two things that need to be considered in the application of integrated learning. First, the teacher should formulate learning objectives to develop cognitive process skills at levels C2 through C6. Second, in implementing integrated learning, the teacher ideally applies learning models such as: discover, inquiry, problem based learning, project based learning, cooperative learning models, etc.</p>

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