scholarly journals Problem Finding, Divergent Thinking, and Evaluative Thinking Among Gifted and Nongifted Students

2021 ◽  
pp. 016235322110445
Author(s):  
Ahmed M. Abdulla Alabbasi ◽  
Amnah S. M. Hafsyan ◽  
Mark A. Runco ◽  
Aseel AlSaleh
Keyword(s):  
Cognitive Abilities ◽  
Divergent Thinking ◽  
Gifted Students ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Strong Correlations ◽  
Higher Order Thinking Skills ◽  
Problem Finding ◽  
Gifted Girls ◽  
Evaluative Thinking

Investigations of differences between gifted and nongifted students have examined cognitive abilities, including intelligence quotient (IQ) differences, higher order thinking skills, and divergent thinking (DT). However, little is known about differences in problem finding (PF). Moreover, previous works on gifted students have never explored associations between PF and evaluative thinking (ET). Both PF and ET play a role in the creative process. The present study tested relationships between PF, DT, and ET and examined differences between gifted ( N = 175) and nongifted students ( N = 188). An analysis of variance (ANOVA) revealed significant differences between gifted and nongifted students’ PF, DT, and ET, with effect sizes (η2) ranging from 0.048 to 0.192. Gender differences were also analyzed; gifted girls scored significantly higher than gifted boys in PF fluency and originality, DT originality, and in ET in PF. Originality scores in DT and PF significantly predicted the accuracy of students’ ET ( R2 = 34%–42%). Finally, canonical correlation analyses showed moderate-to-strong correlations between DT, PF, and ET scores. Limitations of this study are discussed.

scholarly journals Problem Finding and Evaluative Thinking among Gifted and Nongifted Students

2020 ◽  
Author(s):  
Ahmed Abdulla Alabbasi ◽  
Amnah Hafsyan ◽  
Mark Runco ◽  
Aseel AlSaleh
Keyword(s):  
Individual Differences ◽  
Divergent Thinking ◽  
Gifted Students ◽  
Thinking Skills ◽  
Self Reflection ◽  
Problem Finding ◽  
Individual Ability ◽  
The Individual ◽  
The Relationship ◽  
Evaluative Thinking

<p>Many studies have explored the individual differences, including differences in IQ, higher order thinking skills, and divergent thinking (DT), between gifted and nongifted students. However, little is known about individual differences between gifted and nongifted students in terms of problem finding (PF) ability. Moreover, previous works on gifted students have never explored the association between PF and evaluative thinking. This study examined individual differences in the PF abilities of gifted (<i>N </i>= 175) and nongifted students (<i>N</i> = 188) and tested the relationship between PF and evaluative thinking, which include the individual ability for self-reflection and the ability to evaluate problems.</p><p>Keywords: gifted, nongifted, problem finding, divergent thinking, evaluative thinking<br></p>

scholarly journals Problem Finding and Evaluative Thinking among Gifted and Nongifted Students

2020 ◽  
Author(s):  
Ahmed Abdulla Alabbasi ◽  
Amnah Hafsyan ◽  
Mark Runco ◽  
Aseel AlSaleh
Keyword(s):  
Individual Differences ◽  
Divergent Thinking ◽  
Gifted Students ◽  
Thinking Skills ◽  
Self Reflection ◽  
Problem Finding ◽  
Individual Ability ◽  
The Individual ◽  
The Relationship ◽  
Evaluative Thinking

<p>Many studies have explored the individual differences, including differences in IQ, higher order thinking skills, and divergent thinking (DT), between gifted and nongifted students. However, little is known about individual differences between gifted and nongifted students in terms of problem finding (PF) ability. Moreover, previous works on gifted students have never explored the association between PF and evaluative thinking. This study examined individual differences in the PF abilities of gifted (<i>N </i>= 175) and nongifted students (<i>N</i> = 188) and tested the relationship between PF and evaluative thinking, which include the individual ability for self-reflection and the ability to evaluate problems.</p><p>Keywords: gifted, nongifted, problem finding, divergent thinking, evaluative thinking<br></p>

scholarly journals Pengembangan Ketrampilan Berpikir Tingkat Tinggi dengan Menggunakan Strategi Metakognitif Model Pembelajaran Problem Based Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 77
Author(s):  
Sucipto Sucipto
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Cognitive Abilities ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Metacognitive Skills ◽  
Higher Order Thinking Skills ◽  
Evaluation Problem

AbstrakSecara umum capaian ketrampilan berpikir tingkat tinggi peserta didik masih rendah dibanding negara lain. Untuk mengembangkan keterampilan berpikir  tingkat  tinggi, pendidik dituntut untuk menciptakan suasana belajar yang  mendukung  dan  menggunakan   strategi pembelajaran. Upaya meningkatkan ketrampilan berpikir peserta didik dapat dilakukan dengan meningkatkan ketrampilan metakognisinya. Ada berbagai jenis strategi metakognitif yang dapat dipilih pendidik, satu diantaranya menggunakan strategi pemecahan masalah (problem solving). Dalam proses pemecahan masalah, individu menggunakan kedua kemampuan kognitif dan keterampilan praktis, yang meliputi kegiatan metakognitif seperti analisis, sintesis dan evaluasi. Pembelajaran  berbasis masalah merupakan pendekatan pembelajaran yang digunakan untuk merangsang berpikir tingkat tinggi siswa dalam situasi yang berorientasi pada masalah yang nyata, termasuk di dalamnya belajar bagaimana belajar. AbstractIn general, higher order thinking skills achievements of learners is still low compared to other countries. To develop higher order thinking skills, educators are required to create a learning atmosphere that supports and use learning strategies. Efforts to improve thinking skills that learners can do to improve metacognitive skills. There are different types of metacognitive strategies that can be selected educators, one of which uses problem solving strategies. In the process of solving problems, individuals using both cognitive abilities and practical skills, which include metacognitive activities such as analysis, synthesis and evaluation. Problem-based learning is an instructional approach used to stimulate students' higher order thinking in situations oriented real problems, including learning how to learn.

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.

scholarly journals Peningkatan Higher Order Thinking Skill dan Kemampuan Kognitif pada Mahasiswa melalui Pendekatan Science, Environment, Technology and Society Berbantuan Modul Pembelajaran

2020 ◽  
Vol 4 (1) ◽  
pp. 11-28
Author(s):  
Yulia Dewi Puspitasari ◽  
Purwo Adi Nugroho
Keyword(s):  
Science Education ◽  
Cognitive Abilities ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Approaches ◽  
Education Students ◽  
Higher Order Thinking Skills ◽  
Implementation Phase ◽  
Reflection Data

The background is the Higher order thinking skills of students that have not been developed to the maximum, the learning approaches used have not varied, and the lack of learning media. The cognitive abilities of students are also not yet developed. This study aims to: (1) Improve Higher Order Thinking Skills of Science Education students, (2) Increase Student Cognitive Ability. The research method used was Classroom Action Research with the Kurt Lewin model and the Collaborative Model with more than one cycle. Every cycle there are stages that must be passed systematically, namely the preparation phase, the implementation phase, observation, evaluation, and reflection. Data collection techniques through observation, interviews, questionnaires, and tests. The data analysis technique used is quantitative and qualitative techniques. The results of this study concluded that the HOTS of Science Education students in a fluid course increased with the module-assisted SETS approach with the results of the first cycle with an increase of 46% of the target, and the second cycle increased by 65% of the target. Fluid cognitive abilities can be improved through the application of the module-assisted SETS learning approach with a cognitive increase of 72%.

scholarly journals PROFIL KEMAMPUAN KOGNITIF MAHASISWA TADRIS IPA IAIN PALU PADA MATA KULIAH KONSEP DASAR IPA

2020 ◽  
Vol 1 (1) ◽  
pp. 33-37
Author(s):  
Arda Arda
Keyword(s):  
Cognitive Abilities ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Needs ◽  
Multiple Choice Questions ◽  
Higher Order Thinking Skills ◽  
Descriptive Research ◽  
Revised Bloom's Taxonomy ◽  
Basic Concepts ◽  
Very High

This research is descriptive research. It aims to find out profile of cognitive abilities students of Tadris IPA IAIN Palu who programmed the Basic Concepts of Natural Sciences courses. The research instrument was multiple choice questions that refers to the six revised Bloom’s Taxonomy level. The results of data analysis showed that the percentage of cognitive abilities students of Tadris IPA category very high were 5.6%, high were 72.2%, medium were 16.7% and low were 5.6%. Students of Tadris IPA have the ability remembering (C1) were 86%, understanding (C2) were 72%, applying (C3) were 61%, analyzing (C4) were 77%, evaluating (C5) were 42% and creating (C6) were 6%. Students of Tadris IPA have Lower Order Thinking Skills (LOTS) higher than Higher Order Thinking Skills (HOTS). Therefore, learning needs to be done that can improve the ability of HOTS students of Tadris IPA.

scholarly journals ANALYSIS OF HIGHER-ORDER THINKING SKILLS (HOTS) ITEMS IN SENIOR HIGH SCHOOL ENGLISH NATIONAL EXAMINATION 2019

2020 ◽  
Vol 7 (2) ◽  
pp. 157
Author(s):  
Nurul Wahyuni Ilham ◽  
Baso Jabu ◽  
Chairil Anwar Korompot
Keyword(s):  
Cognitive Abilities ◽  
Cognitive Process ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Process Skills ◽  
High School English ◽  
Higher Order Thinking Skills ◽  
National Examination ◽  
Specific Dimension ◽  
Knowledge Types

In order to fulfill the 21’st century skills, the implementation of HOTS items to enhance students’ reasoning skills is deemed important. Nonetheless, we need to observe more about the extent and specific dimensions of HOTS applied in the English National Examination in Indonesia. The present study, therefore aimed to classify the items that fulfilled the indicators of HOTS items in ENE 2019 and specific dimension of knowledge types and dimension of cognitive process skills of the HOTS items. The results showed there was a sufficient total of a HOTS item in ENE 2019. Out of 35 questions, 15 (42.86%) were considered as HOTS items. The second finding was the dimension of cognitive process skills were on the stage of Analyze and Create. The findings indicated that ENE 2019 already had sufficient amount of HOTS items, although the distribution of the cognitive abilities is still monotonous. It was suggested for the exam developers to implement adequate proportion of the HOTS cognitive abilities to enhance students’ HOTS.

scholarly journals PEMAHAMAN GURU KIMIA SMA TENTANG PENILAIAN KEMAMPUAN BERPIKIR TINGKAT TINGGI DAN IMPLEMENTASINYA

EDUSAINS ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 233-242
Author(s):  
Nurmawati Nurmawati ◽  
Elin Driana ◽  
Ernawati Ernawati
Keyword(s):  
High School ◽  
Cognitive Abilities ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Structured Interviews ◽  
High School Chemistry ◽  
Higher Order Thinking Skills ◽  
Chemistry Teachers ◽  
Classroom Assessments

HIGH-SCHOOL CHEMISTRY TEACHERS' UNDERSTANDING OF HIGHER ORDER THINKING SKILLS AND ITS IMPLEMENTATIONAbstractTeachers play an essential role in attempts to develop students' higher-order thinking skills through the implementation of classroom assessments. This study explores chemistry teachers' understanding of higher-order thinking skills (HOTS) assessments, how they implement the assessments, and what obstacles they face. This study employed a qualitative approach that involved 12 high-school chemistry teachers in South Jakarta. Data collection was conducted in August and September 2019 through semi-structured interviews. The findings of this study show that the chemistry teachers have a different understanding of higher-order thinking assessments.  The majority of teachers associate HOTS with the three highest levels of the cognitive dimension of Revision of  Bloom's taxonomy, critical thinking,  and problem-solving. The levels of implementation of HOTS assessments among teachers vary. Among obstacles faced by the teachers are the lack of teachers' knowledge and experience in applying HOTS assessments, variability in students' cognitive abilities, the scarcity of learning facilities, and the lack of guidance and training about HOTS assessments in chemistry. AbstrakGuru memegang peranan penting dalam upaya mengembangkan kemampuan siswa dalam berpikir tingkat tinggi melalui penerapan penilaian kelas.Penelitian ini menggali pemahaman guru kimia tentang penilaian kemampuan berpikir tinggi tinggi (HOTS), penerapannya, dan hambatan-hambatan yang dihadapi. Penelitian ini menggunakan pendekatan kualitatif yang melibatkan 12 orang guru kimia SMA di Jakarta Selatan. Pengumpulan data dilakukan pada bulan Agustus dan September 2019 melalui wawancara semi-terstruktur. Temuan dalam penelitian ini menunjukkan bahwa para guru kimia memiliki pemahaman yang beragam tentang penilaian HOTS. Mayoritas guru mengaitkan penilaian HOTS dengan tiga jenjang tertinggi  dimensi kognitif pada taksonomi Bloom yang telah direvisi, berpikir kritis, dan penyelesaian masalah. Tingkat penerapan penilaian HOTS di kalangan guru bervariasi. Hambatan yang dihadapi para guru Kimia SMA dalam melaksanakan penilaian HOTS, antara lain  keterbatasan pengetahuan dan pengalaman  guru dalam menerapkan penilaian HOTS,  kemampuan kognitif siswa yang bervariasi, keterbatasan fasilitas pembelajaran, dan kurangnya panduan dan pelatihan tentang penilaian HOTS untuk mata pelajaran kimia. 

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.)

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