scholarly journals THE TEACHER AS THE MOST IMPORTANT MOTIVATIONAL FACTOR IN THE EFL CLASSROOM

2018 ◽  
Vol 8 (8) ◽  
pp. 195
Author(s):  
Vesna O. Despotović
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Feedback Form ◽  
Higher Order Thinking Skills ◽  
Self Evaluation

The goal of this paper is to highlight the issue of motivation in foreign language learning and to focus on the links between students’ motivation and the teacher. By involving students, arousing and maintaining students’ interest and providing effective feedback, teachers can build students’ intrinsic motivation which is a key to learning a foreign language. For example, teachers can motivate students by allowing them to choose more frequently. Teachers may employ various strategies in order to create a positive learning atmosphere that enhances students’ self-esteem and motivation such as cooperative learning techniques/activities, higher-order thinking skills or even games. Finally, by developing students’ language learning strategies teachers can build learner autonomy which leads to sustained motivation in learning. To illustrate the above-mentioned points, examples of self-evaluation, use of games, use of higher-order thinking skills, a written feedback form and a marking rubric have been provided.

Higher-Order Thinking Skills (HOTS)-based Formative Assessment: A Proposed Model for Language Learning Assessment

2020 ◽  
Vol 9 (2) ◽  
pp. 115
Author(s):  
Wiyaka Wiyaka ◽  
Entika Fani Prastikawati ◽  
AB Prabowo Kusumo Adi
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Formative Assessments ◽  
Assessment Model ◽  
Higher Order Thinking Skills ◽  
Learning Assessments ◽  
Proposed Model

<div><p class="StyleABSTRAKenCambria">The integration of higher-order thinking skills (HOTS) in language learning assessments has become a crucial issue in 21st-century learning. However, not many teachers are aware of the need to incorporate HOTS in assessments due to their insufficient knowledge and the absence of good examples. Further, there is not much research and literature on HOTS-based formative assessment that can be used as references. This research aims to fill the existing gap by providing a model of higher-order thinking skills (HOTS)-based formative assessments for English learning, especially in junior high schools. By employing research and development design, this research describes the validation of the assessment model. The proposed model of assessment may be used as a prototype for assessing language learning.</p></div><p> </p>

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 Analyzing a Pre-Service EFL Program through the Lenses of the CLIL Approach at the University of Cuenca-Ecuador

2018 ◽  
Vol 11 (1) ◽  
pp. 65-86 ◽  
Author(s):  
Juanita Argudo ◽  
Mónica Abad ◽  
Tammy Fajardo-Dack ◽  
Patricio Cabrera
Keyword(s):  
Learning Strategies ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Three Dimensions ◽  
Integrated Learning ◽  
Writing Assignments ◽  
Higher Order Thinking Skills ◽  
Development Of Language ◽  
The University

The recent application of Content and Language Integrated Learning programs in higher education provides an extensive area for research due to the quick implementation of English as the medium of instruction for university programs, as well as to the need of university students around the world to communicate through English and to try different learning strategies and methodologies than the ones they used to work with. This study aimed to estimate the extent to which the English as a Foreign Language (EFL) program at the University of Cuenca designed for students who wish to become EFL teachers complies with the principles of the Content and Language Integrated Learning approach. The 121 participants of this study were students from the fourth, fifth, and seventh semesters of the program. A general proficiency English test was administered to these students; some writing assignments to evaluate the development of Higher Order Thinking Skills were considered; and a survey to inquire about students’ perceptions on the development of language, content, and Higher Order Thinking Skills in their content subject classes was also applied. The findings revealed that 52% of the students are between A1 and A2 level according to the Common European Framework of Reference for Languages; this means that they do not have the necessary linguistic conditions to take content subjects. It seems that the parameters teachers used to plan their classes do not consider the three dimensions of this approach (content, language, and procedures); therefore, students are not developing these dimensions simultaneously.

scholarly journals PENGEMBANGAN SOAL HIGHER ORDER THINKING SKILLS UNTUK PENGKATEGORIAN KEMAMPUAN PEMECAHAN MASALAH GEOMETRI SISWA SMP

2019 ◽  
Vol 8 (2) ◽  
pp. 68-77
Author(s):  
I.A. N. T Widhiyani ◽  
I. N Sukajaya ◽  
G Suweken
Keyword(s):  
Field Test ◽  
Plane Surface ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Test Reliability ◽  
Difficulty Level ◽  
Higher Order Thinking Skills ◽  
Self Evaluation ◽  
Solid Geometry

AbstrakPenelitian ini merupakan penelitian pengembangan yang menghasilkan suatu produk berupa soal Higher Order Thinking Skills (HOTS) berbentuk uraian untuk materi bangun ruang sisi datar. Tujuan dari penelitian ini adalah untuk mengetahui: (1) karakteristik soal yang dapat dikategorikan sebagai soal HOTS, dan (2) prosedur pengembangan kategori soal HOTS. Pemenuhan soal untuk dapat dikategoriakan sebagai soal HOTS dilihat dari karakteristik, indikator, dan langkah-langah penyusunan soal. Prosedur penelitian pengembangan ini dilaksanakan melalui beberapa tahapan yaitu tahap preliminary, self evaluation, prototyping (Validasi, Evaluasi, dan Revisi), dan uji coba lapangan (field test). Teknik analisis data pada penelitian ini meliputi uji validitas, uji reliabilitas, analisis daya beda, dan uji taraf kesukaran butir tes. Berdasarkan validasi pakar dan uji coba instrumen ke siswa diperoleh hasil : (1) 8 dari 10 soal sudah memenuhi kategori valid, (2) reliabilitas soal memiliki nilai 0,60 yang menunjukkan bahwa reliabilitas soal tinggi. (3) 50% soal termasuk kategori sedang dan 50% soal termasuk kategori sukar, dan (4) indeks daya beda soal  dimana soal memiliki daya beda sangat baik. Hasil ini menunjukkan bahwa soal yang dikembangkan sudah baik dan memenuhi kategori soal HOTS, sehingga soal yang telah disusun dapat digunakan untuk mengukur kemampuan siswa ketika mengerjakan soal-soal HOTS.Kata Kunci: HOTS,Kemampuan Pemecahan Masalah, Bangun Ruang Sisi Datar. AbstractThis study is a development research which is intended to produce HOTS essay problems for solid geometry with plane surfaces. The purpose of this study is toknow : (1) the characteristics of problems which could be categorized as HOTS problems, and (2) procedures for developing the category of HOTS problems. The condition of problems in order to be categorized as HOTS problems can be viewed from the characteristics, indicators, and steps in developing the problems. The research was done through several stages, namely the preliminary stage, self evaluation, prototyping (Validation, Evaluation, and Revision), and field test. Data analysis techniques for this study consists of the validity test, reliability test, desriminating power analysis, and difficulty level of test items. Based on expert validation and field testing to students, the results are: (1) 8 of the 10 problems have met the valid category, (2) the reliability of the problems have a value of 0.60 indicating that the reliability of the problems is high. (3) 50% of the problems included in the medium category and 50% of the problems included in the difficult category, and (4) the index of descriminating power is different from the problems0.40 where the problems had a good descriminating power. These results indicate that the developed problems are good and fulfill the HOTS problem category, so that the problems that have been prepared can be used to measure students' abilities when they were working on HOTS problems.Keywords: HOTS, Problem Solving Ability, Solid Geometry with Plane Surface. 

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 Higher Order Thinking Skills of Children Aged 4-6 Years in Early Language Learning Based on Lesson Study

2021 ◽  
Vol 7 (4) ◽  
pp. 876
Author(s):  
Farida Samad ◽  
Rita Samad ◽  
Sasmayunita Sasmayunita
Keyword(s):  
Language Learning ◽  
Lesson Study ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Early Language ◽  
Higher Order Thinking Skills ◽  
Active Learner ◽  
Academic Year

This study aims to describe the higher order thinking skills of children aged 4-6 years in early language learning based on lesson study. The research method used descriptive qualitative. The subjects of this study were B group students of Telkom Preschool Ternate in  2020/2021 academic year. Data collection was carried out using direct observation, in-depth interviews and documentation that explored children's abilities of critical and creative thinking aspects. Data were analyzed which followed to the three main steps; data reduction, data presentation and verification, and concluding. The study found that early language learning based-on lesson study activities can stimulate children's abilities in critical aspect; 18 students (81.8%) answered questions and retold and 4 students (18.2%) are able to interpret stories. Meanwhile, in creative thinking aspects 10 students (45.5%) have criteria that often appear of completing assignments in the form of the work given by the teacher. The children identify the problem, giving various responses and comments; become active learner both collaboratively in completing sharing and jumping tasks on ‘ profession’

scholarly journals Pengembangan Soal Higher Order Thinking Skills (HOTS) pada Materi Barisan dan Deret Bilangan

2018 ◽  
Vol 1 (2) ◽  
pp. 142
Author(s):  
Nailul Farihah ◽  
Ulil Nurul Imanah ◽  
Eka Wahyu Hidayati
Keyword(s):  
Small Group ◽  
Field Test ◽  
Formative Evaluation ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Self Evaluation ◽  
Expert Review ◽  
One To One

Penelitian pengembangan ini dilakukan dengan 2 tahap utama yaitu preliminary dan formative evaluation. Tahap formative evaluation meliputi self evaluation, expert review, one-to-one, small group dan field test. Untuk mengetahui kevalidan perangkat soal HOTS dilihat dari hasil analisis lembar validasi pada tahap expert review. Kepraktisan soal diketahui dari hasil analisis angket respon siswa pada tahap small group. Sedangkan efek potensial soal berdasarkan hasil analisis kemampuan berpikir tingkat tiggi siswa pada tahap field test. Hasil pengembangan soal HOTS ini berupa perangkat soal yang terdiri dari kisi-kisi dan soal HOTS dengan 5 soal berbentuk uraian yang memenuhi kriteria valid dan praktis. Perangkat soal dinyatakan valid dengan rata-rata kriteria skor sebesar 89% dalam kategori sangat valid, dan dinyatakan praktis dengan kriteria skor sebesar 83% dalam kategori sangat praktis. Soal HOTS yang dikembangkan juga memiliki efek potensial yang baik terhadap kemampuan berpikir tingkat tinggi siswa dengan skor rata-rata 15,6875 yang menunjukkan kemampuan berpikir tingkat tinggi siswa dalam kategori baik

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