scholarly journals E-Learning to Improve Higher Order Thinking Skills (HOTS) of Students

2013 ◽  
Vol 7 (2) ◽  
pp. 109-120 ◽  
Author(s):  
R. Poppy Yaniawati
Keyword(s):  
Blended Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Acceleration Process ◽  
Learning Approaches ◽  
Higher Order Thinking Skills ◽  
Significant Difference ◽  
E Learning ◽  
Better Than

The role of technology integration on modern learning is essential to optimize the acceleration process in Higher Order Thinking Skills (HOTS). This research describes how to implement e-learning to improve HOTS of students and students’ attitude toward e-learning of mathematics, pre- learning students knowledge, duration of login in website, and correlation of variables with HOTS. The subject is 162 students in semester IV, from two different universities and are relatively different in their pre-learning knowledge. The instrument used in this research consisted of pre-learning knowledge HOTS test, students’ attitude scale and technology (computer and internet) skills self test. Based on analysis of the data, it is concluded that students’ HOTS who have studied through blended learning are much better than other learning (full e-learning and conventional approaches). Students’ HOTS with conventional model is better than full e-learning. However, students’ HOTS with full e-learning is worst than other learning (blended learning and conventional). The attitude of students towards e-learning in both learning approaches (blended learning and full e-learning) is positive. There is no significant difference in students’ attitude to these two learning ways. There is a significant correlation between pre-learning knowledge and students’ HOTS, but there is no significant correlation between students’ HOTS and students’ attitude toward e-learning of mathematics. There is a significant correlation between login duration and students attitude toward e-learning of mathematics. No significant correlation is found between login duration and students’ HOTS.

scholarly journals The use of blended learning as an attempt to improve students’ higher order thinking skills

2021 ◽  
Author(s):  
Purbo Suwasono ◽  
Agus Suyudi ◽  
Nugroho Adi Pramono ◽  
Eleeyah Saniso
Keyword(s):  
Blended Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

scholarly journals SCIENTIFIC APPROACH IN EFL YOUNG ADOLESCENTS TO PROMOTE HIGHER ORDER THINKING SKILLS: TEACHER’S STRATEGY, BENEFITS, AND CHALLENGES

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Sri Setyarini
Keyword(s):  
Teaching Practice ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Research Report ◽  
Learning Approaches ◽  
Development Programs ◽  
Young Adolescents ◽  
Higher Order Thinking Skills ◽  
Scientific Approach

Higher Order Thinking as one of the main agendas in the Curriculum 2013 introduces several learning approaches – one of which is scientific approach. However, so far, the majority of English teachers in Indonesia still face some challenges due to their insufficient knowledge and experience in implementing this approach. This paper presents a research report on strategies of promoting higher order thinking skills (HOTS) in EFL young adolescents’ classroom through scientific approach. It aimed to investigate how HOTS was promoted in the EFL classroom, identify benefits gained by the teacher and the students from the implemented approach, and find out teacher’s challenges and solutions from the teaching practice. This study employed a case study involving a class of seventh grade students as research participants. To collect data, three instruments were used such as classroom observation, interview with the teacher and the students, and document analysis. The findings revealed that scientific approach with its components (observing, questioning, associating, exploring, and communicating) may promote students’ HOTS as seen from their enthusiasm and active participation in the classroom. The students also focused more on showing ideas, arguments, and views toward the questions from other groups as proved by their statements in the interview claiming that they were trained to do analysis, evaluation, and creation through learning activities. Meanwhile, the teacher stated that her challenges in teaching dealt with her limited experience and knowledge to implement this approach. To overcome them, she committed to join professional development programs and improve her linguistic skills.   Keywords:  EFL Classroom, Higher Order Thinking Skills, Scientific Approach, The Curriculum 2013, Young Adolescents

scholarly journals Effectiveness of Non-Traditional Activities to Develop the Mathematical Higher Order Thinking Skills of Grade-Seven Students

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Emmanuel P. Abuzo
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Control Group ◽  
Traditional Lecture ◽  
Problem Solving Skills ◽  
Higher Order Thinking Skills ◽  
Significant Difference ◽  
Post Test ◽  
Equivalent Control

Developing critical thinking and problem solving skills of students are some of the important goals that every school must set. This study determined the effectiveness of non-traditional activities to develop mathematical higher order thinking skills of grade seven students. This study employed the non-equivalent control group experimental design, which involved 83 grade 7 students of Sawata National High School. There were two sections used in this study, the control group which the researcher used the traditional lecture activity and the experimental group, were the students exposed to non-traditional activities: manipulative activities, computer-aided activities, and reflective writing activities. The specific subject matters covered were the second-grading mathematics seven topics which are measurement and measuring of length, measuring mass/weight and volume, and measuring angles, time and temperature. The data were gathered using the multiple choice teacher’s made test in the pre-test and post-test. Prior to the study, the higher order thinking skills of the two groups had no significant difference. The result changed after the treatment was given. The study concludes that the used of non-traditional activities were effective over the traditional activity in the development of the higher order thinking skills of the students. The study recommends integration of non-traditional activities to develop the higher order thinking skills of the students.Keywords— Education, non-traditional activities, higher order thinking skills, experimental, non-equivalent, Davao City, Philippines

scholarly journals THE DEVELOPMENT OF STUDENT WORKSHEET BASED ON HIGHER ORDER THINKING SKILLS IN IMPROVING MATHEMATICS LEARNING OUTCOMES

2021 ◽  
Vol 5 (2) ◽  
pp. 200
Author(s):  
Retno Intan Kuswari ◽  
Choiruddin Choiruddin
Keyword(s):  
Learning Outcomes ◽  
Core Competencies ◽  
Mathematics Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Significant Difference ◽  
Basic Competencies ◽  
Practice Questions

The use of instruction tools that only explains the instruction material, but does not know the extent to which students' understanding causes the instruction process to be less than optimal. This study aims to find out the development process, feasibility, and the influence of using student worksheet based on higher order thinking skills in improving Mathematics learning outcomes at MIN 3 Tulungagung and SDI Qurrota A'yun Ngunut Tulungagung. This study uses the development research model of Borg, and Gall. The results show that: (1) The development of HOTS-based worksheets begins with preparing instruction materials in accordance with the Core Competencies and Basic Competencies listed in the 2013 Curriculum.Furthermore, the researcher makes examples of HOTS questions that are in accordance with the material that has been presented, making questions individual and group practice questions and then make competency test questions at the end of the chapter. (2) The worksheets based on HOTS are suitable for use in improving Mathematics learning outcomes. This can be seen from the results of due diligence by media and material experts. (3) There is an influence of using HOTS-based worksheets as indicated by the significant difference in learning outcomes between the experimental class that does instruction using HOTS-based worksheets and the control class that does instruction without HOTS-based worksheets. This is based on the data from the t-test results in which sig-2 0.040 <0.050 is obtained.

scholarly journals Blended Learning: The Effect on Higher Order Thinking Skills (HOTS) in Thermodynamics

2020 ◽  
Vol 3 (3) ◽  
pp. 262-271
Author(s):  
Asep Saefullah ◽  
Amalia Fitriyani ◽  
Yayat Ruhiyat ◽  
Diana Ayu Rostikawati
Keyword(s):  
Blended Learning ◽  
Sampling Technique ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Higher Order ◽  
Multiple Choice Questions ◽  
Microsoft Excel ◽  
Higher Order Thinking Skills ◽  
Quasi Experimental

This study aims to determine the effect of the application of the blended learning model to improving higher order thinking skills (HOTS) on thermodynamic material. The research method used in this study is quasi-experimental, while the research design used is Non Equivalent Design. Samples were taken using purposive sampling technique, with class XI MIA 1 as an experimental class and XI MIA 2 as a control class. The instrument used in this study was an HOTS test item in the form of multiple choice questions. Data analysis techniques using SPSS software to test hypotheses, and Microsoft Excel to determine the magnitude of the increase in HOTS. The results of the independent sample t-test showed a significance value (2-tailed) of 0.03. Large increase in the experimental class by 0.50 (50%), and by 0.40 (40%) in the control class. This shows that learning using the blended learning model has a better effect in HOTS than learning without blended 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 High Order Thinking Skills of Level Two Orang Asli Students in Rompin District, Pahang

2015 ◽  
Vol 5 (1) ◽  
pp. 25 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Marinie Binti Jalaluddin
Keyword(s):  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Average Level ◽  
Higher Order Thinking Skills ◽  
Orang Asli ◽  
Significant Difference ◽  
Mainstream Students ◽  
High Order Thinking

Higher order thinking skills is an important aspect in teaching and learning. Students with higher order thinking skills are able to learn, improve their performance and reduce their weaknesses. In recent years the most serious issue in Orang Asli schools is the achievement of Aboriginal students in their academic subjects as compared to the mainstream students. The purpose of this research was to identify the level of Higher Order Thinking Skills among Orang Asli students in Romp?n D?str?ct, Pahang, Malaysia. The research sample consists of (150) Orang Asli students of grades 4-6 were randomly selected. A valid and reliable scale was used as a data collection tool.The findings indicated that Orang Asli students have below average level of HOTS on all four areas. Results show that students have average HOTS level on analysis, below average level on applying, while more than half of average level on evaluating, and the lowest level was on creating. Besides that, the findings also showed that there is statistically significant difference in gender on the level of Higher Order Thinking Skills in general and in the analysis skills; female students have higher level more than males do.

scholarly journals The Effect of Blended Learning of Student Teams Achievement Division (STAD) and Jigsaw Towards Higher-Order Thinking Skills

2021 ◽  
Vol 3 (4) ◽  
pp. 221-226
Author(s):  
Sandi Kurniawan ◽  
Eddy Sutadji ◽  
Imam Sudjono
Keyword(s):  
Blended Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Activities ◽  
Control Group ◽  
Learning Models ◽  
Higher Order Thinking Skills ◽  
Student Teams ◽  
Direct Learning

Higher order thinking skills (HOTS) are abilities that should be possessed by all vocational high School (VHS) students, because VHS graduates are required to have good soft skills and hard skills. The reality that occurs the ability of HOTS possessed by students is still very low, it is proven based on the exposure of several researchers strengthened by conducting observations and observations in VHS. Therefore the research aims to determine student learning activities when taught using blended learning Student Teams Achievement Division (STAD) and jigsaw, using direct learning models, and their effects on HOTS. This research is a quantitative study with a quasi experimental nonequivalent control group design method with research subjects of 50 students using simple random sampling. Data collection techniques using the test instrument in the form of multiple choice and description and non-test instruments in the form of observation sheets. Research data were analyzed by independent sample t-test. The results showed that the use of STAD and jigsaw blended learning in learning made students more active and enthusiastic in participating in learning activities, direct learning models made students less active and lacked enthusiasm in the learning process, and STAD and jigsaw blended learning significantly affected compared to learning models directly to HOTS.

Teaching higher order thinking skills to gifted students: A meta-analysis

2020 ◽  
Vol 36 (2) ◽  
pp. 196-217 ◽  
Author(s):  
C Owen Lo ◽  
Li-Chuan Feng
Keyword(s):  
Meta Analysis ◽  
Gifted Students ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Effect Sizes ◽  
Higher Order Thinking Skills ◽  
Significant Difference ◽  
Program Intervention ◽  
Intervention Dosage

The current study examined the effects of higher order thinking skills (HOTS) interventions with gifted students in Taiwan. A total of 25 studies published between 1997 and 2017 were included. Twenty-nine effect sizes were extracted for the 25 studies. The small number of existing studies indicates a lack of scholarly attention to HOTS in gifted education in Taiwan in the past two decades. On the other hand, the effect sizes, ranged from 0.26 to 2.01, with a mean of 0.78 and standard deviation of 0.39, showed moderately large effect sizes for these interventions, which can be interpreted as evidence for general effectiveness. Subgroup analyses indicated that intervention effects did not vary significantly by grade level, type of program, intervention dosage, and type of dissemination. However, a statistically significant difference was found between the effect sizes in different types of instructional design (i.e. stand-alone HOTS unit vs. integrated HOTS unit). Implications are discussed.

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