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 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 ENHANCING STUDENTS’ HIGHER ORDER THINKING SKILLS IN SCIENCE THROUGH INSTAD STRATEGY

2018 ◽  
Vol 17 (6) ◽  
pp. 1046-1055
Author(s):  
Baskoro Adi Prayitno ◽  
Suciati Suciati ◽  
Eni Titikusumawati
Keyword(s):  
Teaching Strategies ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Control Group ◽  
Higher Order Thinking Skills ◽  
Intact Group ◽  
Lecture Method ◽  
Post Test ◽  
Equivalent Control

This research aimed to examine the effectiveness of the INSTAD strategy in comparison to other teaching strategies such as Inquiry, student team’s achievement division (STAD), and lecture method, to reduce the gap of higher order thinking skills between Upper Academic (UA) and Lower Academic (LA) groups of students.The research partipants were 136 7th grade students in total, which consisted of two groups of 36 UA and 36 LA students. The students were selected through a stratified random sampling from 27 Public Junior High Schools in Surakarta, Indonesia. The treatment classes were determined through an intact group. The research design employed pre-test-post-test non-equivalent control group of quasi experiment. The higher order thinking skills were measured by essay test sheet as an instrument. Data were analysed by utilizing ANCOVA with the pre-test score as the covariate. The findings revealed that INSTAD have optimally improved higher order thinking skills in comparison with the Inquiry, STAD, and lecture method. INSTAD's were proven able to reduce the gap of higher order thinking skills between UA and LA students rather than Inquiry, STAD, and lecture method as teaching strategies. Keywords: higher order thinking skills, inquiry-based learning, student team’s achievement division, INSTAD strategy.

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 Improving Higher Order Thinking Skills Through Problem Based Learning with a Scientific Approach

2019 ◽  
Vol 14 (1) ◽  
pp. 76-86
Author(s):  
Supri Wahyudi Utomo ◽  
Soetarno Joyoatmojo ◽  
Sri Jutmini ◽  
Nunuk Suryani
Keyword(s):  
Problem Based Learning ◽  
Test Group ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
T Test ◽  
Higher Order Thinking Skills ◽  
Significant Difference ◽  
Scientific Approach ◽  
Post Test

This study aims to describe the effectiveness of the problem-based learning model with a scientific approach to improve higher order thinking skills. The type of research used in this study was quasi-experimental with pre-test and post-test group design. The study was conducted by using one control class and one experimental class. The study was conducted on vocational students with a sample of 64 students consisting of 32 students in experimental class and 32 students in control class. The essay test was used as an instrument for retrieving data. Descriptive analysis and t-test were used to do data analysis. The descriptive test results showed that the average score of HOTS in the control class and experimental class had increased. The results of the t-test showed that there was a significant difference in the score of the pre-test and the post-test in the experimental class, whereas the control class had no significant difference. The conclusion of the results of the study shows that there was a difference between the improvement of higher order thinking skills using conventional models and PBLS models. The PBLS model was able to improve students' Higher Order Thinking Skills.

scholarly journals Improving EFL Students’ Higher Order Thinking Skills Through Collaborative Strategic Reading in Indonesia

2020 ◽  
Vol 1 (2) ◽  
pp. 43-52
Author(s):  
Arik Susanti ◽  
Pratiwi Retnaningdyah ◽  
Ade Nila Puspita Ayu ◽  
Anis Trisusana
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
T Test ◽  
Higher Order Thinking Skills ◽  
Paired Sample ◽  
Strategic Reading ◽  
Significant Difference ◽  
Collaborative Strategic Reading ◽  
Post Test

The study aims to investigate whether collaborative strategic reading (CSR) strategies can improve higher-order thinking skills (HOTS) of students. It is an experimental design using pre-test and post-test as an instrument. Research data was obtained by giving a reading test in one of the public vocational high schools in Surabaya, Indonesia. These test data were analyzed using independent sample T-test and paired sample T-test in SPSS. Results showed that Collaborative Strategic Reading (CSR) could improve higher-order thinking skills for students. Based on data analysis results, t count was found to be larger than t table. Moreover, the result of the paired-sample t-test also indicated a significant difference between pre-test and post-test scores of experimental students. Sig. Sig. (2-tailed) equals.000. To sum up, the strategy benefits students in enhancing higher-order thinking skills for students.

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.)

scholarly journals RQA integrated with ADI: Empowering biology students’ ability in posing higher-order thinking skills questions

2019 ◽  
Vol 5 (3) ◽  
Author(s):  
Astuti Muh Amin ◽  
Duran Corebima Aloysius ◽  
Siti Zubaidah ◽  
Susriyati Mahanal
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Biology Education ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Education Students ◽  
Higher Order Thinking Skills ◽  
Biology Students ◽  
South Sulawesi

Questions serve as an element that can be used to access and stimulate students’ thinking ability. This research aimed at analyzing the students’ ability to pose Higher-Order Thinking Skills (HOTS) questions during the learning process. This research was a survey research using a descriptive quantitative approach. The samples used in the research were biology education students of UIN Alauddin Makassar and Universitas Muslim Maros, South Sulawesi with the total of 92 students. The instrument used in this research was an observation sheet of questioning skills for the biology pre-service teachers. The results of this research showed that the implementations of RQA, ADI, and RQA integrated with ADI learning strategies were dominated with HOTS questions, while the learning using the conventional learning strategy was dominated with the Lower-Order Thinking Skills (LOTS) questions. The percentages of the HOTS questions in the learning using RQA, ADI, RQA integrated with ADI, and the conventional learning strategy were 60.53%, 55.71%, 64.91%, and 19.35% respectively.  This finding indicates that the RQA integrated with ADI strategy contributes the significant impact in stimulating students’ ability in posing HOTS questions in the classroom.

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.

scholarly journals PENGARUH SCIENCE ADAPTIVE ASSESSMENT TOOL BERBASIS GAYA BELAJAR KOLB TERHADAP KETERAMPILAN BERPIKIR TINGKAT TINGGI

EDUSAINS ◽  
2019 ◽  
Vol 11 (2) ◽  
pp. 310-319 ◽  
Author(s):  
Zulfiani Zulfiani ◽  
Iwan Permana Suwarna
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Assessment Tool ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Adaptive Assessment ◽  
Post Test ◽  
High Order Thinking

THE EFFECT OF SCIENCE ADAPTIVE ASSESSMENT TOOL BASED ON KOLB LEARNING STYLE ON HIGH-LEVEL THINKING SKILLSAbstractThis study aimed to determine the effect of the Science Adaptive Assessment Tool (SAA Tool) based on the KOLB learning style on student's high order thinking skills (HOTS). This study used a quantitative quasi-experiment method with a post-test only design. The subjects in this study were 79 students of 8th grade at SMP Al- Zahra Indonesia Tangerang Selatan in the 2018/2019 school year who studied the material of Living organisms and Simple Machine. The results showed that there was a significant difference between the student's higher-order thinking skills who used Biology and Physics's SAA Tool compared with the control class. Biology's SAA Tool influences the results of higher-order thinking skills towards four learning styles. They affect of diverger, assimilator, converger, and accommodator. The Physics's SAA Tool influences the results of higher-order thinking skills on two learning styles of diverger and accommodator. The results of this study indicate the potential application of the SAA Tool as an answer to the problems of digital assessment to measure higher-order thinking skills as one of the dominant thinking skills of the 21st-century skills. Keywords: Science Adaptive Assessment Tool (SAA Tool); Integrated Science; High Order Thinking Skill (HOTS)AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh Science Adaptive Assessment Tool (SAA Tool) berbasis gaya belajar KOLB terhadap  keterampilan berpikir tingkat tinggi peserta didik. Metode penelitian yang digunakan yaitu metode kuantitatif kuasi eksperimen dengan desain post test only. Subyek penelitian ini adalah 79 peserta didik kelas 8 SMP Al-Zahra Indonesia Tangerang Selatan tahun pelajaran 2019/2020 yang mempelajari materi Sistem Gerak Makhluk Hidup dan Pesawat Sederhana. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil keterampilan berpikir tingkat tinggi peserta didik yang menggunakan SAA Tool IPA Biologi maupun IPA Fisika dibandingkan kelas kontrol. SAA Tool IPA Biologi mempengaruhi hasil keterampilan berpikir tingkat tinggi terhadap 4 gaya belajar diverger, asimilator, konverger, dan akomodator. Sementara SAA Tool IPA Fisika mempengaruhi hasil keterampilan berpikir tingkat tinggi terhadap 2 gaya belajar diverger dan akomodator. Hasil penelitian ini menunjukkan potensi aplikasi SAA Tool sebagai jawaban problematika asesmen digital untuk mengukur keterampilan berpikir tingkat tinggi sebagai salah satu skill berpikir dominan keterampilan abad 21.Kata Kunci: Science Adaptive Assessment Tool (SAA Tool); IPA Terpadu; Keterampilan Berpikir Tingkat Tinggi (HOTS) 

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