scholarly journals Development and validation of a critical thinking framework

SURG Journal ◽  
2019 ◽  
Vol 11 ◽  
Author(s):  
Paisley Worthington
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Student Development ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Education Programs ◽  
Higher Order Thinking Skills ◽  
Development And Validation

Critical thinking (CT) is essential in many higher-order thinking skills and should be enhanced by higher education programs. The Model of Integrated Thinking Skills (MITS) was developed to help students developing CT, assist educators teaching CT, and satisfy the following three criteria: 1) completely and objectively describe CT, 2) distinguish CT from other skills, and 3) be used by all disciplines.  A validation survey determined how MITS is perceived with respect to the three criteria.  Most participants perceived that MITS meets the three criteria, suggesting that MITS can assist student development of CT.

Using Gamification to Engage Higher-Order Thinking Skills

2019 ◽  
pp. 1-21
Author(s):  
Brian Bourke
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
College Courses ◽  
Pedagogical Approach ◽  
Higher Order Thinking Skills ◽  
Transmission Of Knowledge ◽  
Creative Solutions

Critical thinking and other higher-order thinking skills are key objectives of higher education. Through the development of higher-order thinking skills, students are able to discern information from multiple, often competing sources, make sound judgements, draw conclusions, and enact creative solutions to complex problems. However, faculty can struggle with how to help students develop higher-order thinking skills, relying instead on transmission of knowledge, focusing on what to learn instead of how to learn. In this chapter, the author provides insights into the connections between using gamification as a pedagogical approach, and the development of higher-order thinking skills. The chapter addresses perspectives on higher-ordering thinking, approaches to gamification in college courses, and concludes with recommendations for faculty in approaching gamification.

Using Gamification to Engage Higher-Order Thinking Skills

2021 ◽  
pp. 632-652
Author(s):  
Brian Bourke
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
College Courses ◽  
Pedagogical Approach ◽  
Higher Order Thinking Skills ◽  
Transmission Of Knowledge ◽  
Creative Solutions

Critical thinking and other higher-order thinking skills are key objectives of higher education. Through the development of higher-order thinking skills, students are able to discern information from multiple, often competing sources, make sound judgements, draw conclusions, and enact creative solutions to complex problems. However, faculty can struggle with how to help students develop higher-order thinking skills, relying instead on transmission of knowledge, focusing on what to learn instead of how to learn. In this chapter, the author provides insights into the connections between using gamification as a pedagogical approach, and the development of higher-order thinking skills. The chapter addresses perspectives on higher-ordering thinking, approaches to gamification in college courses, and concludes with recommendations for faculty in approaching gamification.

scholarly journals Student Development Zone: Higher Order Thinking Skills (Hots) in Critical Thinking Orientation

2020 ◽  
Vol 7 (9) ◽  
pp. 11
Author(s):  
Riswan Jaenudin ◽  
Umi Chotimah ◽  
Farida Farida ◽  
Syarifuddin Syarifuddin
Keyword(s):  
Critical Thinking ◽  
Student Development ◽  
Industrial Revolution ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Teaching Staff ◽  
Literature Study ◽  
Higher Order Thinking Skills ◽  
Thinking Processes

Education is an important thing for humans to need because it functions to prepare human resources in the nation's development process. There are several characteristics in formal education, namely: having a clear curriculum, applying certain conditions for students and teaching staff must meet certain classifications. A person's ability to achieve success in life is determined by how much his ability to think in facing and solving life's problems. Someone who has the ability to think critically will always evaluate an activity to conclude everything that is factual. This research uses qualitative methods and literature study approaches. The results of the study describe: 1. Educational Zones: Higher Order Thinking Skills (HOTS); 2. Student Zone: Higher Order Thinking Skills (HOTS) in the Orientation of Increasing Critical Thinking; 3. Higher Education Zone: Reflections on Critical Thinking. The conclusion obtained is that HOTS is said to be good because it can find problems, solve problems and in the process of problem solving involves thinking processes of analyzing, evaluating, creating. This is because in the learning process students are actively involved to search for and find various concepts of knowledge so that it will increase creativity, innovation ability and critical thinking processes of students in solving a problem. If this continues to be honed, we will be able to compete in the 4.0 industrial revolution era.

scholarly journals PENGEMBANGAN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) TAHAP AWAL PEMBELAJARAN BAHASA JEPANG BERBASIS STANDAR PROSES KURIKULUM 2013 REVISI UNTUK SEKOLAH DASAR DI BALI

2020 ◽  
Vol 6 (2) ◽  
pp. 164
Author(s):  
Ni Nengah Sukni ◽  
Desak Made Sri Mardani ◽  
I Wayan Sadyana
Keyword(s):  
Critical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

Penelitian ini bertujuan untuk mengembangkan rencana pelaksanaan pembelajaran (RPP) tahap awal bahasa Jepang berbasis standar proses Kurikulum 2013 Revisi yang sesuai untuk SD di Bali. Penelitian ini menggunakan model pengembangan four-D dari Thiagarajan yang dimodifikasi agar sesuai dengan pengembangan RPP. Model pengembangan four-D dalam penelitian hanya dilakukan 3 tahap yaitu define, design, dan develop. Sedangkan tahap disseminate tidak dilakukan karena keterbatasan waktu. Subjek dalam penelitian ini adalah guru pengajar bahasa Jepang di SD. Data dikumpulkan menggunakan angket yang kemudian dianalisis secara deskriptif kualitatif. Hasil dari penelitian ini adalah (1) RPP ini terdiri dari bab 1 sampai bab 15 (2) dalam RPP memuat keterampilan 4C (Communication, Collaboration, Critical Thinking, dan Creativity), HOTS (Higher Order Thinking Skills), PPK (Penguatan Pendidikan Karakter), dan literasi, (3) kegiatan dalam RPP memuat banyak permainan, (4) berdasarkan uji ahli dan uji coba menunjukkan hasil sangat layak.

scholarly journals ANALISIS MATERI POKOK BAHASA INDONESIA PADA BUKU TEMATIK KELAS III MI/SD REVISI 2018

2020 ◽  
Vol 12 (2) ◽  
pp. 91-100
Author(s):  
Umi Salma Fauziyah
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Bahasa Indonesia

Penelitian ini bertujuan untuk mengetahui relevansi dari materi bahasa Indonesia pada buku tematik kelas 3 revisi 2018 dengan beberapa aspek yaitu ruang lingkup materi berdasarkan Permendikbud No 21 tahun 2016; HOTS (Higher Order Thinking Skills); 4Cs (creative thinking, critical thinking, communication, collaboration); literasi membaca-menulis; literasi digital. Metode penelitian yang digunakan adalah kualitatif dengan jenis analisis wacana pada materi bahasa Indonesia di buku tematik kelas 3 revisi 2018. Hasil penelitian menunjukkan adanya relevansi antara materi bahasa Indonesia pada buku tematik kelas 3 revisi 2018 dengan aspek yang sudah disebutkan dengan hasil 46% materi sudah disajikan, keterampilan HOTS tidak imbang karena mayoritas critical thinking yaitu 66,7% dan decision making tidak ada, keterampilan 4Cs sudah merata meski critical thinking lebih banyak yaitu 40,5%, literasi membaca persentasenya 78,9% dan literasi menulis 21,1%, literasi digital dibahas pada satu bagian tersendiri yaitu pada tema 7 subtema 3 meskipun materinya masih tahap pengenalan. Secara keseluruhan materi bahasa Indonesia pada buku tematik kelas 3 sudah cukup relevan dengan aspek-aspek yang berkaitan meski ada yang masih kurang merata pada beberapa aspek.

Business Simulation to Stage Critical Thinking in Introductory Accounting: Rationale, Design, and Implementation

2004 ◽  
Vol 19 (3) ◽  
pp. 277-303 ◽  
Author(s):  
Carol W. Springer ◽  
A. Faye Borthick
Keyword(s):  
Critical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Business Simulation ◽  
Business Decision ◽  
Higher Order Thinking Skills ◽  
Introductory Accounting ◽  
Business Simulations ◽  
High Degree

This article explains the rationale for, the design of, and the implementation of business simulation episodes for eliciting a developmental shift from knowing to thinking in introductory accounting courses. Using business simulations this way responds to a long-standing need for learning experiences that create opportunities for students to work on developing the higher-order thinking skills required for success in business and the accounting profession. The needed capability can be characterized as critical thinking: the ability to solve problems that cannot be described with a high degree of completeness, cannot be resolved with a high degree of certainty, or elicit disagreement from experts about the best solution. This use of business simulation, illustrated with an episode from the Safe Night Out (SNO) simulation, immerses students in the life of an evolving business for which they develop a continuing stream of business advice based on the application of accounting principles. Emphasizing communication skills, alternative viewpoints, and the effect of assumptions on decisions, the simulation episodes demonstrate the usefulness and importance of accounting to business decision makers. The intent of shifting from well-structured end-of-the-chapter problems to more authentic work, like that in business simulations, is to develop higher-order thinking skills while generating interest in the accounting major and increasing the usefulness of accounting in the minds of nonmajors.

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