Promoting higher order thinking skills using inquiry-based learning

2012 ◽  
Vol 37 (2) ◽  
pp. 117-123 ◽  
Author(s):  
G. V. Madhuri ◽  
V. S.S.N Kantamreddi ◽  
L. N.S. Prakash Goteti
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Inquiry Based Learning

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 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 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

திருக்குறள் கற்றலின் வழி படிவம் 2 மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்துதல் [THIRUKKURAL KADRALIN VALI PADIVAM 2 MAANAVARKALIN UYARNILAIC SINTANAIT THIRANAI MEEMPADUTTUYAL] (IMPROVING THE LEVEL OF HOTS (HIGHER ORDER THINKING SKILLS) OF FORM 2 STUDENTS BY LEARNING THIRUKKURAL)

2019 ◽  
pp. 96-110
Author(s):  
Renita Prera Winsen
Keyword(s):  
Quantitative Data ◽  
Higher Order Thinking ◽  
Literary Work ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Qualitative And Quantitative ◽  
Revised Bloom's Taxonomy ◽  
Post Test ◽  
Data Collections

பேராக் மாநிலத்தில் தைப்பிங் மாவட்டத்தில் அமைந்துள்ள ஓர் இடைநிலைப்பள்ளியில் திருக்குறள் கற்றலின் வழி படிவம் 2 மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்தும் முயற்சியில் ஆய்வு மேற்கொள்ளப்பட்டது. தேர்ந்தெடுக்கப்பட்ட 10 மாணவர்கள் இந்த ஆய்வில் உட்படுத்தப்பட்டனர். திருக்குறளில் மாணவர்களின் ஆளுமையைக் கண்டறிய அந்த இடைநிலைப்பள்ளியின் தமிழாசிரியரிடம் நேர்காணல் நடத்தப்பட்டது. மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்த படிவம் 1 மற்றும் படிவம் 2-இல் வரையறுக்கப்பட்ட ஆறு திருக்குறள்கள் தேர்தெடுக்கப்பட்டன. தேர்ந்தெடுக்கப்பட்ட திருக்குறள்கள் யாவும் சீரமைக்கப்பட்ட புளூமின் அறிவுசார் முறைப்பாட்டியலின் துணைக்கொண்டு பலதரப்பட கேள்விகள் தயாரிக்கப்பட்டது. ஆறு வாரத் திருக்குறள் வகுப்பிற்குப் பின் இக்கேள்விகள் யாவும் மாணவர்களுக்கு வழங்கப்பட்டன. கேள்விக்கான பதில்களிலிருந்து மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனில் ஏற்பட்ட மாற்றங்கள் கண்டறியப்பட்டது. ஆய்வின் முடிவாக, முறையான திருக்குறள் கற்றலின் வழி மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்த முடியும் என்பது உறுதிச் செய்யப்பட்டது. (This study has been conducted with the purpose of improving the level of HOTS (Higher order thinking skills) of Form 2 students through learning Thirukkural. For this study, the Thirukkural, a well-known literary work of Tamil Language was taken. Thus, this research was carried out in a secondary school which is located at Taiping, Perak. The research was carried out under the design of action research. The sample of this study consisted of ten Form 2 students. Besides that, a teacher also interviewed in order to know the students' personality in learning Thirukkural. In this research, the learning process of Thirukkural approach was implemented for 6 weeks. There are 6 couplets of Thirukkural selected according to the syllabus of Form 1 and Form 2. This six couplets of Thirukkural used to test the level of HOTS. The questions were created based on Thirukkural, according to Revised Bloom's Taxonomy. The data of the study was collected through pre-test, the questions asked in Thirukkural classes and post-test via qualitative and quantitative data collection tools. The findings obtained through qualitative and quantitative data collections showed that the level of HOTS through learning Thirukkural among Form 2 students has improved.)

Soal HOTS Akidah Akhlak untuk Kelas 4 Madrasah Ibtidaiyah

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

Karya ini menunjukkan rancangan soal HOTS (higher-order thinking skills, keterampilan berpikir tingkat tinggi) untuk mata pelajaran Akidah-Akhlak kelas 4 Madrasah Ibtidaiyah. Akidah-Akhlak di Madrasah Ibtidaiyah merupakan salah satu mata pelajaran Pendidikan Agama Islam (PAI) yang mempelajari tentang rukun iman yang dikaitkan dengan pengenalan dan penghayatan terhadap al-asmā’ al-ḥusnā, serta perekaan suasana keteladanan dan pembiasaan dalam mengamalkan al-akhlāq al-karīmah dan al-adāb al-Islamī melalui unjuk kerja dan cara mengamalkannya dalam keseharian. Hasil (outcomes) pembelajaran Akidah-Akhlak diharapkan memiliki peran dalam memberi motivasi kepada murid untuk mempraktikkan al-akhlāq al-karīmah dan al-adāb al-Islamī dalam keseharian sebagai wujud īmān kepada Allōh, para malāikat-Nya, seluruh kitab- Nya, semua rosūl dan nabī-Nya, hari akhir, serta qodō’ dan qodar dari-Nya. Ruang lingkup soal yang dirancang mencakup pembelajaran kelas 4 yang terbatas untuk Kompetensi Dasar (KD) Pengetahuan 1.1; 1.2; dan 1.3; serta Keterampilan 2.1; 2.2; dan 2.3.

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