scholarly journals The Effectiveness of New Inquiry-Based Learning (NIBL) for Improving Multiple Higher-Order Thinking Skills (M-HOTS) of Prospective Chemistry Teachers

2020 ◽  
Vol 9 (3) ◽  
pp. 1309-1325
Author(s):  
Sri Rahayu
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Chemistry Teachers ◽  
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

scholarly journals STUDI KEMAMPUAN GURU KIMIA SMA LULUSAN UNY DALAM MENGEMBANGKAN SOAL UAS BERBASIS HOTS

2015 ◽  
Vol 1 (1) ◽  
pp. 65 ◽  
Author(s):  
Dodi Iskandar ◽  
Senam Senam
Keyword(s):  
High School ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Senior High School ◽  
Final Examination ◽  
Check List ◽  
High School Chemistry ◽  
Higher Order Thinking Skills ◽  
Chemistry Teachers

This study aimed to investigate senior high school chemistry teachers ability to develop semester examination materials based on higher-order thinking skills. This kind of research was a survey. A number of respondents were 15 chemistry teachers with 559 questions of semester final examination in year 2013. The used methods was documentation. This research used a document check list as an instrument to collect data. The analyzed data were C1 (remember), C2 (understand), C3 (apply) that included lower order thinking skills (LOTS), C4 (analyze), C5 (evaluate) and C6 (create) which classified to higher order thingking skills (HOTS). The results of the study was senior high school chemistry teachers ability to develop a semester examination material based on higher order thinking skills is 13,9%, which consists of C4 13.2%; C5 0.7% and C6 0.0%.

scholarly journals TRAIN OF ABILITY OF CHEMISTRY TEACHERS TO MAKE OF HIGHER ORDER THINKING SKILLS LEARNING INDICATORS

2020 ◽  
Vol 4 (1) ◽  
pp. 43
Author(s):  
Ismono Ismono
Keyword(s):  
Learning Outcomes ◽  
Professional Education ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Chemistry Teachers ◽  
K 13 ◽  
Skills Learning ◽  
High Order Thinking

Based on the 2013 Curriculum (K-13), the ability to think at a higher level is an ability that must be possessed by every teacher, especially chemistry teachers. This study aims to determine the ability of teachers in compiling indicators of achievement of learning outcomes that require high order thinking skills. This research was conducted on Chemistry teachers who took part in professional education activities of teachers in positions ranging from batch 1 to 4, in 2019. There were 40 teachers who were subject of research in Chemistry. The results obtained are based on the results of testing about 2% of teachers who have been able to compile indicators of learning outcomes based on semi-high thinking (C3). Teachers after attending training above 97% are able to compile indicators of learning outcomes based on higher order thinking (C4). The increase in n-gains increases with a high category

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. 

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