scholarly journals Reflective Reasoning in Groups

1995 ◽  
Vol 17 (2) ◽  
Author(s):  
Christina Slade
Keyword(s):  
Higher Order Thinking ◽  
Higher Order ◽  
The Self ◽  
Self Reflection ◽  
Reflective Dialogue ◽  
Meta Level ◽  
Reflective Reasoning

The conception of reflective reasoning, like that of higher order thinking, has been informed by a Cartesian view of the self. Reflection is conceived of as a solipsistic process, in which persons consider their own thoughts in isolation. Higher order thinking has equally been represented as a single thinker considering thoughts at a meta-level. This paper proposes a different conception of reflection and higher order thinking, in which reflective dialogue is seen as the fundamental context in which reflection is possible and higher order thinking engendered. The very process of dialectic defines what it is to be reflective and to think critically. Learning to reflect alone is a consequence of internalising the discourse.

Peningkatan Cognitive Engagement Siswa dalam Pembelajaran dengan Pendekatan POE (predict-observe-explain) dan Multimedia Interaktif yang Dikembangkan Sendiri

2018 ◽  
Vol 7 (2) ◽  
pp. 21-31
Author(s):  
Ismi Hafsari Idris ◽  
Syamsurizal Syamsurizal ◽  
Damris Muhammad
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Junior High ◽  
Cognitive Engagement ◽  
Higher Order Thinking ◽  
Higher Order ◽  
The Self

Students’ cognitive engagement in teaching and learning process is an important factor for successful learning. Improvement of students’cognitive engagement was investigated through a teaching and learning process using POE (predict-observe-explain) approach and self-developed interactive media. The objective of this study is to improve students’ cognitive engagement in teaching and learning process at junior high school. The development of interactive multimedia uses Animate CC and Four D and its validation were explained. The self-developed interactive multimedia was used with POE approachin teaching and learning process at junior high school. This three steps predict-observe-explain approach is used and students higher order thinking and total participants showing higher order thinking characteritics were analysed. It was found that the self-developed interactive multimedia isto contribute to the students’ active cognitive engagement.

scholarly journals Tailor Made, Skylarking, and Making in the Humanities

2021 ◽  
Vol Forthcoming ◽  
pp. e2021003
Author(s):  
Dale Tracy
Keyword(s):  
Higher Order Thinking ◽  
Higher Order ◽  
The Body ◽  
Campus Life ◽  
Self Reflection ◽  
Royal Military College ◽  
Cultural Life ◽  
Military College ◽  
The Difference ◽  
Performance Project

Reacting to the symbolic features and historical artefacts that invite institutional self-reflection at the Royal Military College (RMC), I created a performance project leading to two storytelling events. Everyday campus life at RMC already offers opportunities for cultivating a meta-perspective—a higher-order awareness—of the institution, and the storytelling events called attention to such opportunities. I argue that, likewise, art-based projects in the humanities call attention to the creativity—the making—involved in the humanities more broadly. The first storytelling event, Tailor Made (2017), comprised stories focused on the uniform as a model and the body wearing it as an actual bearing out that model. Social and cultural life is made of the difference between models and actuals, and each story engaged the ways that rules, systems, and practices meet with individuals in hurtful, inconvenient, funny or messy ways. The second event, Skylarking (2018), included stories of the institutionally condoned pranks called “skylarks” and coincidentally occurred against the backdrop of a campus-wide punishment that elicited a skylark response. This event and its context showed that marking disruption with more disruption (marking failure with punishment and marking punishment with prank) is a recursion that invites higher-order thinking about existing orders.

scholarly journals Tailor Made, Skylarking, and Making in the Humanities

2021 ◽  
Author(s):  
Dale Tracy
Keyword(s):  
Higher Order Thinking ◽  
Higher Order ◽  
The Body ◽  
Campus Life ◽  
Self Reflection ◽  
Royal Military College ◽  
Cultural Life ◽  
Military College ◽  
The Difference ◽  
Performance Project

Reacting to the symbolic features and historical artefacts that invite institutional self-reflection at the Royal Military College (RMC), I created a performance project leading to two storytelling events. Everyday campus life at RMC already offers opportunities for cultivating a meta-perspective – a higher-order awareness – of the institution, and the storytelling events called attention to such opportunities. I argue that, likewise, art-based projects in the humanities call attention to the creativity – the making – involved in the humanities more broadly. The first storytelling event, Tailor Made (2017), comprised stories focused on the uniform as a model and the body wearing it as an actual bearing out that model. Social and cultural life is made of the difference between models and actuals, and each story engaged the ways in which rules, systems, and practices meet with individuals in hurtful, inconvenient, funny, or messy ways. The second event, Skylarking (2018), included stories of the institutionally condoned pranks called “skylarks” and coincidentally occurred against the backdrop of a campus-wide punishment that elicited a skylark response. This event and its context showed that marking disruption with more disruption (marking failure with punishment and marking punishment with prank) is a recursion that invites higher-order thinking about existing orders.

scholarly journals STRATEGI GURU DALAM PEMBELAJARAN BERPIKIR KRITIS PESERTA DIDIK MELALUI UNIT KEGIATAN BELAJAR MANDIRI MATA PELAJARAN PPKn (Studi di SMA Negeri 3 Surakarta)

2019 ◽  
Vol 14 (1) ◽  
pp. 91
Author(s):  
Novita Taya Sara ◽  
Rusnaini Rusnaini ◽  
Winarno Winarno
Keyword(s):  
Critical Thinking ◽  
Citizenship Education ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
The Self ◽  
Learning Activities ◽  
Learning Activity ◽  
Higher Order Thinking Skills ◽  
Self Learning

<p><em>The research aims to find out: 1) The strategy of teachers in  student’s critical thinking learning using self learning activity in Pancasila and Citizenship Education in SMA Negeri 3 Surakarta; 2)  Teacher’s supporting factors and inhibitory factor in  critical thinking learning using self learning activity in Pancasila and Citizenship Education in SMA Negeri 3 Surakarta.</em></p><p><em>They study uses a qualitative approach, a type of qualitative descriptive research. Data sources are obtained from the informant, place and document. Sampling techniques using purposive sampling. Data collection techniques using interviews, observations, and document analysis. Data validity using trianggulation data and Trianggulation method. Analyze data using interactive analysis models.</em></p><p><em>Result of the research: 1) The strategy of teachers in student’s critical thinking learning using self learning activities in Pancasila education subjects and citizenship in Pancasila and Citizenship Education in SMA Negeri 3 Surakarta: a) Teacher need to learn and understand about the components development and characteristics of self learning activities ; b) The teacher makes a learning activity by displaying questions of Higher Order Thinking Skills (HOTS); c) The teacher makes the look of self learning activity; and d) The teacher designed the planning, implementation, and evaluation activities. 2) The teacher's supporting factor in student’s critical thinking learning using self learning in Pancasila Education and Citizenship course includes: a) schools facilities; b) The positive response from the students with the self learning activity; c) Learning activities in the self learning activities lead to the growing Higher Order Thinking Skills (HOTS) that support critical thinking skills; d) Self learning activities as a self-learning strategy that helps learners achieve learning submission. The inhibitory factor includes internal factors: a) The feeling of fear of self-learners; b) lack of ability to communicate students; and c) lack of motivation in the students in the interest of the study of Pancasila and the citizenship. External factors include: a) The responses of nearby friends who often laugh at other learners when they wrong answer; b) Limited time allocation; c) Learners who have completed self learning activity of Pancasila and Citizenship Education must wait for other learners to get new material taught by the teacher and; d) Find it difficult to print the modul for the self learning activity of Pancasila and Citizenship Education because of the limited fund of the school.</em></p><strong><em>Keywords</em></strong><em>: Strategies, Critical Thinking, Self Learning Activity, Pancasila Education and Citizenship</em>

Memberdayakan Keterampilan Mengembangkan Soal Hots pada Guru Biologi di Kabupaten Bekasi

2019 ◽  
Vol 1 (4) ◽  
pp. 151-159
Author(s):  
Mieke Miarsyah ◽  
Rizhal Hendi Ristanto
Keyword(s):  
Higher Order Thinking ◽  
Higher Order ◽  
Thinking Skill

Kegiatan pengabdian kepada masyarakat ini bertujuan agar guru biologi SMA di Kabupaten Bekasi dapat terampil mengembangkan soal HOTS. Guru sebagai peserta kegiatan pelatihan yang diundang dalam kegiatan merupakan perwakilan dari anggota MGMP Biologi yang tersebar dari beberapa beberapa wilayah di Kabupaten Bekasi yang diwakili oleh guru pada masing-masing Kecamatan. Kegiatan ini diharapkan dapat memberikan manfaat kepada guru tentang pelatihan pengembangan soal HOTS yang sesuai dengan keterampilan abad 21. Model kegiatan pelatihan dilaksanakan melalui 10 (sepuluh) tahap, yaitu: (1) brain storming atau curah pendapat ceramah dan tanya jawab tentang konsep penulisan soal HOTs, (2) mengerjakan pekerjaan rumah berupa 1 soal subyektif dan 1 soal obyektif, (3) pendalaman konsep HOTs, (4) penulisan 1 soal obyektif dan 1 soal subyektif secara individual, (5) pembentukan kelompok yang terdiri dari 5-8 guru dan saling menukarkan soal, (6) masing-masing guru menelaah berdasarkan instrument yang telah disediakan, (7) kelompok memilih soal yang paling HOTs dan meranking mulai HOTs, MOTs, dan LOTs, (8) presentasi oleh masing-masing kelompok berdasarkan hasil telaahnya, (9) kelompok lain memberikan tanggapan berkaitan dengan HOTs atau tidaknya soal, (10) penguatan dari narasumber untuk masing-masing kelompok.Kata kunci: Higher order thinking skill, HOTS, guru biologi, kabupaten Bekasi.

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.)

READING EXERCISES FOR VIII GRADE STUDENTS BASED ON BLOOM’S TAXONOMY

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Intan Permata Sari And Indra Hartoyo
Keyword(s):  
Data Analysis ◽  
Lower Order ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Level Of Education ◽  
Bloom’S Taxonomy

This study is aimed at (1) analyzing reading exercises based Bloom’s taxonomy for VIII grade in English on Sky textbook. (2) Found the distribution of the lower and higher order thinking skill in reading exercises. (3) To reason for level reading exercises. After analyzed the data, the result of the data analysis also infers that the six levels of Bloom’s taxonomy in reading exercises weren’t applied totally. The creating skill doesn’t have distribution in reading exercise, and the understanding – remembering level more dominant than another levels. The distribution of the higher order thinking level was lower than the lower order thinking level and the six levels are not appropriate with the proportion for each level of education based Bloom’s taxonomy, such as the distribution of the creating level in the reading exercise must be a concern because no question that belong to the creating level. It was concluded that reading exercises in English on Sky textbook cannot improve students' critical thinking skills for VIII grade.

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