scholarly journals Trends in the Implementation of Higher-Order Thinking Skills in Islamic Religious Education in Madrasahs and Schools: A Systematic Literature Review

2020 ◽  
Vol 9 (2) ◽  
pp. 195-216
Author(s):  
Iqbal Faza Ahmad ◽  
Nur Hidayanto Pancoro Setyo Putro ◽  
Zulkifli Syauqi Thontowi ◽  
Ahmad Syafii ◽  
M. Aldi Subakti
Keyword(s):  
Literature Review ◽  
Religious Education ◽  
Systematic Literature Review ◽  
Learning Process ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Islamic Education ◽  
Assessment Instruments ◽  
Higher Order Thinking Skills

The new curriculum (2013 curriculum) encourages implementing the higher-order thinking skills (HOTS) approach in learning Islamic religious education in each academic unit in Indonesia. This paper intends to study the HOTS implementation trend in the learning process of Islamic religious education in Madrasas and schools. The method in this study is a systematic literature review. Researchers found that this trend began to emerge after implementing the 2013 curriculum by the Indonesian Government, where the curriculum used a scientific approach. Teachers, educators, and experts' efforts in implementing HOTS in Islamic Education learning can be grouped into two categories. The first is that they innovate the HOTS-based learning process, and the second is those who develop HOTS-based assessment instruments. Several innovations in the learning process were carried out by applying various learning methods, models, and strategies. The application of HOTS-based learning in Islamic Education learning can improve learning quality to be more effective, efficient, fun, and meaningful. This improvement, then, has an impact on increasing the quality of learning achievement. This study provides highlights and helps to understand the results of previous studies that discuss HOTS using systematic reviews in the implementation of Islamic Religious Education in Madrasas and Schools.

scholarly journals Systematic Literature Review on the Elements of Metacognition-Based Higher Order Thinking Skills (HOTS) Teaching and Learning Modules

2022 ◽  
Vol 14 (2) ◽  
pp. 813
Author(s):  
Hainora Hamzah ◽  
Mohd Isa Hamzah ◽  
Hafizhah Zulkifli
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Metacognitive Skills ◽  
Higher Order Thinking Skills ◽  
Learning Modules ◽  
Teaching Modules

Contemporary educational approaches which enculturate higher order thinking skills (HOTSs) through teaching and learning have become the latest trend in teaching. Knowledge clarity, understanding mastery, and teaching readiness are the catalysts for successfully implementing HOTS elements in teaching. However, even though HOTS learning is inextricably linked to metacognitive skills, teachers frequently underutilize metacognitive skills as an effective method of teaching HOTSs. Therefore, teachers face difficulties regarding their skills in integrating HOTSs into their teaching. Numerous studies on HOTS teaching and learning modules to guide teachers in applying these have been conducted; however, only a few researchers have conducted systematic literature reviews on the same subject. This article aims to produce a systematic literature review on the elements of a metacognition-based HOTSs teaching and learning module. The systematic literature review (SLR) writing process was conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) framework. Using 2 databases, namely, Web of Sciences (WoS) and Scopus, 15 articles were extracted out of 252, from 2017 to 2021, with exclusion and inclusion criteria taken into consideration. Based on the study’s thematic analysis, 3 main themes were identified: (1) HOTS, (2) metacognitive, and (3) inquiry. This study suggests that these three elements should be included in the contribution element of metacognition-based HOTSs teaching modules in school. This study contributes knowledge and guidelines to the construction of metacognition-based HOTSs teaching modules in schools, teachers’ preparedness to plan, monitor, and evaluate students’ higher order thinking skills, and opportunities for students to learn through HOTSs learning elements, as suggested in metacognition-based HOTS teaching modules.

scholarly journals Systematic Literature Review Implementasi Higher Order Thinking Skills (HOTS) terhadap Hasil Belajar Siswa

Al Adzka ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 106
Author(s):  
Dea Ananda ◽  
Muhyani Muhyani ◽  
Tjetjep Suhandi
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Google Scholar ◽  
Higher Order Thinking Skills

Penelitian ini bertujuan untuk: 1) mendeskripsikan tentang penerapan HOTS dalam proses pembelajaran ditingkat SD/MI terhadap hasil belajar siswa; dan 2) menjabarkan faktor-faktor pendukung maupun penghambat dalam menerapkan HOTS. Penelitian ini menggunakan metode Systematic Literature Review atau kajian literatur yang menitikberatkan pada proses mengkaji dan menganalisis secara luas dan menyeluruh terhadap beberapa literatur yang relevan dengan topik penelitian. Data literatur yang digunakan sebagai sumber utama dalam penelitian ini sebanyak 10 literatur yang diperoleh dari beberapa data based seperti Portal Garuda, Google Scholar, dan DOAJ yang dipublikasikan dengan kisaran waktu 5 tahun terakhir (2016-2020). Hasil penelitian ini menunjukkan: 1) penerapan HOTS dalam proses pembelajaran yang berlangsung ditingkat SD/MI efektif terhadap hasil belajar siswa dibandingkan dengan pembelajaran komvensional; dan 2) keberhasilan dan ketidaktercapaian tujuan atau kriteria yang ditentukan tidak terlepas dari faktor-faktor pendukung maupun penghambat dalam menerapkan HOTS. Faktor pendukung diartikan sebagai komponen penting yang dinilai mampu menunjang keberhasilan penerapan HOTS yang meliputi kompetensi guru, sarana prasarana, manajemen kelas, dan perencanaan pembelajaran. Sementara faktor penghambat adalah kendala maupun kesulitan yang dihadapi dalam memaksimalkan penerapan HOTS yang meliputi kualifikasi pendidikan guru yang kurang memadai dan tingkat pemahaman guru yang relatif rendah terhadap penerapan HOTS.

scholarly journals HIGHER ORDER THINKING SKILLS DALAM KOMPETENSI DASAR BAHASA ARAB

2020 ◽  
Vol 5 (2) ◽  
pp. 177
Author(s):  
Ahmad Muradi ◽  
Faisal Mubarak ◽  
Ridha Darmawaty ◽  
Arif Rahman Hakim
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Problem Solving ◽  
Literature Review ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

Learning Arabic is more dominant as a skill than a Science. The learners’ goals are able to use Arabic both spoken and written well and correctly. While HOTS is more dominant in requiring learners to think integrally. Therefore, it is important to consider the extent to which the Ministerial Regulation accommodates HOTS through a study of the basic competence of Arabic contained in it. This study is a literature review of the basic competence of Arabic in the Decree of the Minister of Religion (KMA) number 183 in 2019 in HOTS perspective. The object of this study is the basic competence of Arabic in KMA 183 in 2019. The result shows the basic competence of Arabic in KMA 183 in 2019 to accommodate the ability in higher order thinking such as problem solving, critical thinking, and reasoning. While the Basic Competence in KMA didn’t achieve creative thinking and decision making.

scholarly journals Investigating Teachers' Implementation and Strategies on Higher Order Thinking Skills in School Based Assessment Instruments

2020 ◽  
Vol 16 (1) ◽  
pp. 70
Author(s):  
Diana Marie Wilson ◽  
Suthagar A/l Narasuman
Keyword(s):  
Education System ◽  
Quantitative Research ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Study Data ◽  
Higher Order ◽  
Assessment Instruments ◽  
Full Potential ◽  
Higher Order Thinking Skills ◽  
School Based

Higher Order Thinking Skills (HOTS) among students is crucial to be developed in the education system as to prepare students to face the 21st century situations as well as to develop students to reach their full potential. In Malaysia, the integration of HOTS in the new School Based Assessment is a move towards realizing the government's aspiration of achieving a quality education system. The study seeks to investigate teachers' challenges and their strategies on integrating Higher Order Thinking Skills (HOTS) in School Based Assessment (SBA). This study was conducted at three Secondary schools in Tawau, Sabah, Malaysia. This study has been conducted using the descriptive quantitative research design. The instrument used is questionnaire and 68 teachers who are teaching Form One, Form Two and Form Three students at the schools participated in this study. Data is analysed using descriptive statistic and frequency, percentage, mean and standard deviation are analysed by using SPSS package (version 22). The results of the finding outlined several challenges faced by the respondents during the integration of HOTS in SBA instruments. The findings in this study also highlight the strategies employed by teachers to integrate HOTS in SBA.  Keywords: Challenges, Higher Order Thinking Skills (HOTS), School Based Assessment (SBA), and Strategies

How Powerful Is Digital Storytelling for Teaching?

2017 ◽  
pp. 511-529 ◽  
Author(s):  
Serçin Karataş ◽  
Volkan Kukul ◽  
Seher Özcan
Keyword(s):  
Learning Process ◽  
Digital Storytelling ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Conventional Methods ◽  
Academic Year ◽  
Positive Effect

The purpose of this study is to reveal the opinions of pre-service teachers regarding the teaching of digital storytelling, which is one of the methods where students actively participate in the learning process, produce content, and learn while having fun, unlike the conventional methods. The research was undertaken as a case study. The study was carried out in Gazi University in the 2015-2016 academic year. The results of the research suggest that the pre-service teachers were mostly pleased with the digital storytelling task. Pre-service teachers who studied in groups were more satisfied and the pre-service teachers believed that digital storytelling positively affected many higher-order thinking skills, creativity in particular. Although higher-order thinking skills are not expected to improve with such short tasks, it can be suggested that the topic may have a positive effect.

Boosting Classroom Interaction Based on Higher Order Thinking Skills (HOTS) in English Learning for Beginners

2021 ◽  
Vol 5 (1) ◽  
pp. 477
Author(s):  
Syafryadin Syafryadin ◽  
Alamsyah Harahap ◽  
Haryani Haryani ◽  
Annisa Astrid
Keyword(s):  
Learning Process ◽  
Classroom Interaction ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Activities ◽  
Higher Order Thinking Skills ◽  
Teachers And Students ◽  
Bloom Taxonomy ◽  
Implementing Strategies

Asking activity is a form of class interaction that needs attention. With the asking activity, it can increase the questioner’s knowledge. This study aimed to identify the questions form that filed by teachers and students in the classroom following the framework of thinking mandated in the revised Bloom Taxonomy and to explore the problems faced by lecturers in implementing the HOTS-based learning process. This study used qualitative methods by applying observation sheets and interview to collect data. The data analysis of this research used analysis of domain, taxonomy, component, and theme. The results of this study indicate that lecturers and students have applied the principles of Higher Order Thinking Skills (HOTS) from core learning activities to final learning activities. The form of the question is in level C4 (Analyzing), C5 (Evaluating), and C6 (Creating), but in the form of Creating questions, students still need to increase the frequency in asking. The problem faced is the difficulty in stimulating students who can answer and ask questions at level C6 in HOTS. Therefore, lecturers also try to overcome these problems by implementing strategies in the learning process.

scholarly journals Evaluation of Pedagogy Competence of Chemistry Teacher in Compiling Higher Order Thinking Skill (HOTS) Assessment Instrument for High School Students

EduKimia ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 91-95
Author(s):  
Andromeda Andromeda ◽  
Zonalia Fitriza ◽  
Faizah Qurrata 'Aini
Keyword(s):  
High School Students ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Difficult Problem ◽  
Higher Order ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Essay Test

Basic Competence (BC) is a minimum students’ achievement after learning process. Most of the BC in the 2017 revised Indonesian curriculum requires students to have higher order thinking skills (HOTS), therefore teachers have to prepare assessment instruments referring HOTS. However, there are still many teachers who misperceive HOTS and think that HOTS is a difficult problem. This causes the teacher’s understanding of HOTS questions to be low. This study aims to describe chemistry teachers’ competence in evaluating HOTS of students. 19 teachers from 14 Senior High Schools was examined using structured essay test to figure out their ability and problems in compiling HOTS assessment instrument. The data collected was analysed using Miles Huberman methods starting with data reduction, data display and conclusion. Through this evaluation, it is known that only 10.53% of teachers comprehended HOTS and were able to apply it in evaluation, 57,89% of them understood the HOTS but weren’t able to apply in evaluation while 31,58% others didn’t know the comprehensive HOTS evaluation. This fact will certainly disrupt the planning, implementation and assessment of learning. Furthermore, the instrument compiled to assess higher order thinking skills based on BC does not measure expected abilities.

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