scholarly journals Active Learning Exercises Requiring Higher Order Thinking Skills

2020 ◽  
Author(s):  
Ann Kenimer ◽  
Jim Morgan
Keyword(s):  
Active Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

Facilitating Reflective Teaching

2009 ◽  
pp. 100-111
Author(s):  
Ed Powell
Keyword(s):  
Active Learning ◽  
Classroom Practices ◽  
Social Process ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Guided Discovery ◽  
Higher Order Thinking Skills ◽  
The United Kingdom ◽  
Development Tool

This account of a research project explores postgraduate in-service teachers’ understanding and facilitation of active learning in primary, secondary and higher education in the United Kingdom. Qualitative data were elicited from six teachers during 2003-2004 using video-stimulated reflective dialogues of classroom practices illustrative of active learning. Outcomes of 18 dialogues have been taped, transcribed and analysed. The dialogues have begun to reveal teachers’ thinking, feelings and actions as facilitators of active learning. Findings, which are presented as case studies, indicate that teachers associate active learning, among other things, with learner autonomy, empowerment, developing higher order thinking skills and cooperative group activities. Increasingly, teachers devolve the locus of control of learning to their learners with appropriate guidance, monitoring and interventions. Classroom practices reflect an emphasis on discourse between learners and with teachers, guided discovery learning and learning as an essentially social process. The evidence suggests that video-stimulated reflective dialogues are an effective method for revealing teachers’ tacit knowledge about their pedagogy. Video-stimulated reflective dialogues emerge as a highly effective professional development tool which can enhance teachers’ career progression as they acquire and apply sophisticated higher order thinking skills in relation to their pedagogies.

Analisis Komponen Higher Order Thinking Skills Pada Sajian Isi LKS Fisika Kelas X Semester II Di SMAN Se-Sumatera Barat

2021 ◽  
Vol 14 (1) ◽  
pp. 65
Author(s):  
Abdul Azis ◽  
Yenni Darvina ◽  
Gusnedi ◽  
Silvi Yulia Sari
Keyword(s):  
High Schools ◽  
Active Learning ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Public High Schools ◽  
Higher Order Thinking Skills ◽  
West Sumatra ◽  
High Level

One of the essences of curriculum implementation in 2013 is the application of high-level thinking skills-rotating learning ( Higher Order Thingking Sklills,HOTS). HOTS-oriented learning requires students to carry out active learning. Therefore, the teacher must be able to create active learning by presenting one of the teaching materials in the form of Student Worksheets (LKS). The results of observations show that the LKS used in public high schools in North Sumatra is still diverse, starting from the LKS made by the subject teachers and issued by the publisher. All of these LKS have also not been identified whether they already contain HOTS components in them. therefore, a component analysis research was conducted higher Order thinking skills (HOTS) on the material presentation Physics worksheets class X semester II at SMAN throughout West Sumatra.This research is a descriptive study with a qualitative approach. The population of data in this study were all worksheets for high school physics students of class X semester II used by 34 public high schools in West Sumatra. The sample in this study is the highest number of SMA class X semester II physics worksheets used in schools published by three different publishers and two worksheets made by physics subject teachers.The research data were taken using the analysis instrument of LKS offerings and data collection techniques through documentation studies.Based on the research that has been carried out, it is found that the percentage of availability of HOT indicators in the form of decision making, critical thinking and creative thinking in each worksheet is as follows. LKS F X/II RZ-GR percentage of indicator availability LKS / IIX percentage availability of HOTS indicators respectively, namely, 23,34% ; 0,%; 35,52%; 22,88%. LKS D X/II RC-IP, 44,66%;25,74%; 44,42%;40,04%. LKS F X/II BK-VP , 16,86%; 8,58% ; 28,86%; 2,86 %.LKS F X/II G I, 21,66%; 2,86%;35,52%; 5,72% and LKS F X/II GII, 28,31%; 11,44%; 33,3% ;17,16%. From the entire LKS F X/II RC-IP Has the highest percentage indicator. From this data, it can be concluded that the percentage of availability of HOTS indicators in the presentation of the contents of the Class X Semester II Physics Worksheets at Senior High Schools throughout West Sumatra is still low, with the category not yet facilitating.Keywords : Analysis, worksheet, High Order Thinking Skills (HOTS).

scholarly journals Using Active Learning with Smart Board to Enhance Primary School Students' Higher Order Thinking Skills in Data Handling

2020 ◽  
Vol 8 (10) ◽  
pp. 4421-4432
Author(s):  
Abdul Halim Abdullah ◽  
Soh Hon Mun ◽  
Mahani Mokhtar ◽  
Zakiah Mohamad Ashari ◽  
Nurul Farhana Jumaat ◽  
...  
Keyword(s):  
Active Learning ◽  
Primary School ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Data Handling ◽  
Primary School Students ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Smart Board

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.)

Soal HOTS Akidah Akhlak untuk Kelas 4 Madrasah Ibtidaiyah

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

Karya ini menunjukkan rancangan soal HOTS (higher-order thinking skills, keterampilan berpikir tingkat tinggi) untuk mata pelajaran Akidah-Akhlak kelas 4 Madrasah Ibtidaiyah. Akidah-Akhlak di Madrasah Ibtidaiyah merupakan salah satu mata pelajaran Pendidikan Agama Islam (PAI) yang mempelajari tentang rukun iman yang dikaitkan dengan pengenalan dan penghayatan terhadap al-asmā’ al-ḥusnā, serta perekaan suasana keteladanan dan pembiasaan dalam mengamalkan al-akhlāq al-karīmah dan al-adāb al-Islamī melalui unjuk kerja dan cara mengamalkannya dalam keseharian. Hasil (outcomes) pembelajaran Akidah-Akhlak diharapkan memiliki peran dalam memberi motivasi kepada murid untuk mempraktikkan al-akhlāq al-karīmah dan al-adāb al-Islamī dalam keseharian sebagai wujud īmān kepada Allōh, para malāikat-Nya, seluruh kitab- Nya, semua rosūl dan nabī-Nya, hari akhir, serta qodō’ dan qodar dari-Nya. Ruang lingkup soal yang dirancang mencakup pembelajaran kelas 4 yang terbatas untuk Kompetensi Dasar (KD) Pengetahuan 1.1; 1.2; dan 1.3; serta Keterampilan 2.1; 2.2; dan 2.3.

Soal HOTS Akidah Akhlak untuk Kelas 4 Madrasah Ibtidaiyah

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

Karya ini menunjukkan rancangan soal HOTS (higher-order thinking skills, keterampilan berpikir tingkat tinggi) untuk mata pelajaran Akidah-Akhlak kelas 4 Madrasah Ibtidaiyah. Akidah-Akhlak di Madrasah Ibtidaiyah merupakan salah satu mata pelajaran Pendidikan Agama Islam (PAI) yang mempelajari tentang rukun iman yang dikaitkan dengan pengenalan dan penghayatan terhadap al-asmā’ al-ḥusnā, serta perekaan suasana keteladanan dan pembiasaan dalam mengamalkan al-akhlāq al-karīmah dan al-adāb al-Islamī melalui unjuk kerja dan cara mengamalkannya dalam keseharian. Hasil (outcomes) pembelajaran Akidah-Akhlak diharapkan memiliki peran dalam memberi motivasi kepada murid untuk mempraktikkan al-akhlāq al-karīmah dan al-adāb al-Islamī dalam keseharian sebagai wujud īmān kepada Allōh, para malāikat-Nya, seluruh kitab- Nya, semua rosūl dan nabī-Nya, hari akhir, serta qodō’ dan qodar dari-Nya. Ruang lingkup soal yang dirancang mencakup pembelajaran kelas 4 yang terbatas untuk Kompetensi Dasar (KD) Pengetahuan 1.1; 1.2; dan 1.3; serta Keterampilan 2.1; 2.2; dan 2.3.

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