Pengembangan Kerangka Kerja TPACK pada Materi Koloid untuk Meningkatkan Aktivitas Pembelajaran dalam Mencapai HOTS Siswa

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Dwi Kurnia Hayati ◽  
Sutrisno Sutrisno ◽  
Aprizal Lukman
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Activities ◽  
Student Centered ◽  
Student Centered Learning ◽  
Higher Order Thinking Skills ◽  
Inquiry Based Learning ◽  
Chemistry Learning ◽  
Innovative Learning ◽  
Scientific Topic

Chemistry learning particularly colloid material has a scientific topic that measuring up to abstract and emphasizes the mastery of concepts until the microscopic level (molecular) symbolic. Thus, the implementation of learning need to be completed. Up till now, chemistry learning process is still dominantly conventional in teacher-centered, so that the students tend to be passive and less interested in learning.   Therefore, it is necessary to develop an innovative learning to improve student’s learning activities, by integrating Technology, Pedagogy, and Content Knowledge (TPACK). Through the integration of TPACK, abstract material can be concrete with the use of simulation, as well as the learning will be student-centered learning by means of Inquiry Based Learning (IBL) model, so that students are more active in their learning and students’ Higher Order Thinking Skills (HOTS) will be achieved. The results indicating that learning activities at the meeting I 96.25%, meeting II 92.98%, meeting III 95.29%, and meeting IV 91.18% , all of them belong to the category of "highly optimized". Student test scores on average 64.6 which belong to the category of "quite".

scholarly journals Teachers’ Strategies to Implement Higher-Order Thinking Skills in English Instruction

2020 ◽  
Vol 4 (1) ◽  
pp. 25
Author(s):  
Christian Bernard Nichols Djami ◽  
Paulus Kuswandono
Keyword(s):  
Data Analysis ◽  
Teaching Strategies ◽  
Higher Order Thinking ◽  
English Teachers ◽  
Thinking Skills ◽  
Higher Order ◽  
High School English ◽  
Student Centered ◽  
Student Centered Learning ◽  
Higher Order Thinking Skills

<p class="AbstractText">This study investigated English teachers’ strategies to implement HOTS (Higher-Order Thinking Skills) during the learning process. To prepare students for education 4.0, Indonesian government has mandated that HOTS are taught in every level of education. The research aimed to discover how English teachers implemented HOTS in their teaching strategies. HOTS are promoted in the 2013 curriculum in which English teachers should develop their strategies to implement these skills through student-centered learning instead of teacher-centered learning that may be a common phenomenon for teachers in Indonesia. The participants of the study were fifteen senior high school English teachers in Salatiga, and five of whom were interviewed and observed. The data were obtained through questionnaire, interview, and observation. The data analysis involved counting the percentage for the questionnaire and reading collected transcripts from the interviews and the observation notes. The data analysis was processed using descriptive statistics for the questionnaire and coding for eliciting the transcripts and observation notes. The results of the study showed that the effective teaching strategies in using HOTS were asking open-ended questions and encouraging students to give their critical opinion, while also acting as a facilitator.</p><p><strong> </strong></p><p> </p>

scholarly journals PENGEMBANGAN HIGHER ORDER THINKING SKILLS DALAM PEMBELAJARAN MATEMATIKA DI SMP

2018 ◽  
Vol 1 (1) ◽  
pp. 36-43
Author(s):  
Rafiq Badjeber ◽  
Jayanti Putri Purwaningrum
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
21St Century ◽  
Continuous Process ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Activities ◽  
Higher Order Thinking Skills ◽  
Problem Solvers

21st century mathematical learning emphasizes the importance of developing creativity, critical thinking, cooperation and communication skills. The aims of Mathematics are to trained students to think critically, systematically, logically, analytically, and creatively and have an effective willingness to work which is a Higher Order Thinking Skills. The development of Higher Order Thinking Skills (HOTS) in learning is one manifestation of the implementation of the 2013 curriculum, so that learning and evaluation activities carried out should be oriented to HOTS. HOTS especially in mathematics was born from a continuous process and not only results oriented. A continuous and consistent process is needed to train and familiarize students. This should start from the beginning of the learning activities to take place until the completion of even the process of reflection and evaluation. Teachers must be able to facilitate students to become good thinkers and problem solvers

scholarly journals METODE PENCEGAHAN PLAGIARISME PADA KELAS TUTORIAL

2018 ◽  
Vol 19 (2) ◽  
pp. 58-64
Author(s):  
Fitri Amilia
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Activities ◽  
Higher Order Thinking Skills ◽  
Online Tutorial ◽  
Professional Educator ◽  
Creativity And Innovation

Plagiarism is an act of  taking or stealing ideas of others, whether intentionally or not. This plagiarism can happen anywhere, by anyone, and in various forms of writing. This plagiarism is referred to as academic crime, so it must be avoided by all parties. This article will examine ways to prevent plagiarism. The scope of this study is in the Indonesian online tutorial at Universitas Terbuka. This article is written based on observations and practices in tutorial activities. In the context of this discussion, plagiarism means writing the same answers from several students during the learning activities. The similarity of answers may be obtained from similar sources. The similariries occur because there is no attempt to write with the correct citation, or paraphrase it. Therefore, it demands  creativity and innovation from  the tutor in conducting  the learning or tutorial, both during discussion time and tutorial task. Creativity is applied in selecting and designing the problem form in discussion activities. This creativity is also related to the skills of the tutor in higher order thinking skills to the students. The concept of innovation is applied in the dynamics of the problem in the tutorial task. Dynamic tutorial will be an indicator of professional educator in performing his duties as tutor. Through the creativity and innovation of tutors, students are indirectly required to answer honestly, thoroughly, and comprehensively. Besides, students are also required to always open the material and questions, because the tutor creates the tutorial class to be dynamic, not static. In this way, the tutorial activities will be a medium and place oflearning for students and tutors.

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.

IMPLEMENTATION OF HOTS-BASED LEARNING AND PROBLEM BASED LEARNING DURING THE PANDEMIC OF COVID-19 IN SMA BUDI MULIA JAKARTA

2021 ◽  
Vol 8 (2) ◽  
pp. 296-305
Author(s):  
Erni Murniarti ◽  
Sarwedi Sirait ◽  
Hotmaulina Sihotang
Keyword(s):  
Learning Strategies ◽  
Creative Thinking ◽  
Lesson Plan ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order Thinking Skills ◽  
Learner Centered ◽  
Innovative Learning ◽  
Context Problem

  The implementation of the 2013 curriculum requires teachers to change their views in implementing learning process in schools. Learning strategies are no longer teacher-centered learning but learner-centered learning. Teachers are required to organize creative and innovative learning as stated in the Lesson Plan. Teachers must master various methods to improve higher-order thinking skills (HOTS) of students. In this context, Problem Based Learning (PBL) is the appropriate model in developing students' thinking skills. The 2013 curriculum has adopted Bloom's taxonomy which was revised by Anderson starting from the level of knowing, understanding, implementing, analyzing, evaluating and creating. Because the demands of the 2013 Curriculum must be at the level of creating, students must be continuously trained to produce something new. This study aims to describe the Problem Based Learning (PBL) learning method as a model of effective way to build critical and creative thinking skills of students at SMA Budi Mulia Jakarta. This study also explains HOTS-based assessment as a logical assessment of PBL learning.

Boosting Classroom Interaction Based on Higher Order Thinking Skills (HOTS) in English Learning for Beginners

2021 ◽  
Vol 5 (1) ◽  
pp. 477
Author(s):  
Syafryadin Syafryadin ◽  
Alamsyah Harahap ◽  
Haryani Haryani ◽  
Annisa Astrid
Keyword(s):  
Learning Process ◽  
Classroom Interaction ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Activities ◽  
Higher Order Thinking Skills ◽  
Teachers And Students ◽  
Bloom Taxonomy ◽  
Implementing Strategies

Asking activity is a form of class interaction that needs attention. With the asking activity, it can increase the questioner’s knowledge. This study aimed to identify the questions form that filed by teachers and students in the classroom following the framework of thinking mandated in the revised Bloom Taxonomy and to explore the problems faced by lecturers in implementing the HOTS-based learning process. This study used qualitative methods by applying observation sheets and interview to collect data. The data analysis of this research used analysis of domain, taxonomy, component, and theme. The results of this study indicate that lecturers and students have applied the principles of Higher Order Thinking Skills (HOTS) from core learning activities to final learning activities. The form of the question is in level C4 (Analyzing), C5 (Evaluating), and C6 (Creating), but in the form of Creating questions, students still need to increase the frequency in asking. The problem faced is the difficulty in stimulating students who can answer and ask questions at level C6 in HOTS. Therefore, lecturers also try to overcome these problems by implementing strategies in the learning process.

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.

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