scholarly journals Bloom’s Taxonomy (Cognitive Domain) in Higher Education Settings: Reflection Brief

2016 ◽  
Vol 3 (2) ◽  
pp. 288 ◽  
Author(s):  
Irfan Hyder ◽  
Shelina Bhamani
Keyword(s):  
Higher Education ◽  
Knowledge Acquisition ◽  
Student Learning ◽  
Learning Outcomes ◽  
Hierarchical Model ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Cognitive Domain ◽  
Knowledge Application

<p>The role of taxonomy of objectives is considered to be one of the<br />most imperative elements in curriculum designing and drafting of<br />learning outcomes and objectives. Several educationists and academicians have regarded this model in facilitating learning achievement from lower level knowledge acquisition to higher order thinking. However, a few others have critiqued this phenomenon by reconnoitering its implications on segmentation of knowledge application into a hierarchical model, that may restrict learners, specifically in higher<br />education settings to limit their acquisition of a concept. Moreover,<br />students’ learning and motivation are hampered while undergoing<br />such an intensive, structured assessment of those learning outcomes.<br />This reflection brief will appraise and reflect in favour of the various<br />critiques established around the phenomenon of progressive Bloom’s<br />taxonomy and will briefly discuss the idea of reversing the level of<br />taxonomy in higher education settings to sustain student learning<br />motivation.</p>

scholarly journals MODELTEAM GAME TOURNAMENT (TGT) BERBANTUAN MEDIA KARTU SOAL BERBASIS HOTS TERHADAP HASIL BELAJAR MAHASISWA

2021 ◽  
Vol 9 (2) ◽  
pp. 86-92
Author(s):  
FLORENTINA. M PANDA ◽  
CATUR F. DJARWO
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Atomic Structure ◽  
Higher Order Thinking ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Learning Model ◽  
Higher Order ◽  
Control Group ◽  
Cooperative Approach

The atomic structure material has certain characteristics and difficulties, including the need for a lot of knowledge and analytical skills that students have. Therefore, students need to be given the right learning model in order to increase their interest and learning activities.The learning model that can be done is to carry out learning by applying a cooperative approach, one of which is the Team Game Tournament (TGT) type. The effectiveness of using the TGT model can be increased by providing question cards media. The question card media used in this study is a card containing Higher Order Thinking Skill (HOTS) questions that require students' higher order thinking skills.The purpose of this study was to determine the effectiveness of using the TGT type cooperative learning model with the help of HOTS-based question card media on atomic structure material on higher-order thinking skills and student learning outcomes of physics education.Based on the results of research and calculations, it can be concluded that the provision of question card media in the TGT model on the atomic structure material is effective on student learning outcomes with Sig values. (0.028) <0.05, then there is a difference in learning outcomes so that it can be concluded that the experimental class is more effective than the control class. Supported by the highest lowest scores in the experimental group, namely 75 and 100 with an average of 90.02, while the control group was 65 and 100 with an average of 84.2.

scholarly journals Upaya Meningkatkan Kemampuan Berpikir Tingkat Tinggi (Hots) Melalui Metode Andragogi MTs Swasta Al-Ikhlas di Pangkalan Susu

2020 ◽  
Vol 19 (1) ◽  
pp. 78-86
Author(s):  
Hayatun Sabariah ◽  
Diani Syahfitri ◽  
Dhea Rizki Insani R ◽  
Firza Al Qadri
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Action Observation ◽  
Higher Order Thinking ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Higher Order ◽  
Average Score ◽  
Higher Order Thinking Skills ◽  
Class Viii

  The purpose of this study was to identify how to improve higher order thinking skills (HOTS) in MTs students MTs. Swasta Al-Ikhlas Pangkalan Susu. This study uses a classroom action research method that uses several cycles that aim to improve higher order thinking skills (HOTS). Each cycle carried out 4 stages, planning, action, observation, reflection. In first cycle , the learning outcomes of class VIII MTs Al-Ikhlas Pangkalan Susu are still low, from 26 students, 20 students complete or 76.9%, while  6  students  or  23.1%  have  not  achieved  complete  learning  with  an  average  score  73.  In  the second cycle after making improvements in the first cycle, it can be seen that the learning outcomes of class VIII students at MTs Swasta Al-Ikhlas Pangkalan Susu have reached minimum completeness (KKM 70) with an average value of 76. From the results of research conducted by researchers, using the Andragogy Method in the learning process can improve students' higher order thinking skills (HOTS). This can be seen from the improvement indicators from the results of the research first cycle to second cyclecontinue to increase. There was an increase in student learning outcomes, which was originally the average score in the first cycle test of 73 and the second cycle of 76 increased by a difference of 3. This indicates that student learning outcomes are increasing and are included in the very high category.    

scholarly journals PENERAPAN PROBLEM BASED LEARNING UNTUK HIGHER ORDER THINKING SKILLS PADA SISWA PENDIDIKAN TEKNIK INFORMATIKA

2018 ◽  
Vol 3 (1) ◽  
pp. 52-62
Author(s):  
Satriyo Agung Dewanto ◽  
Eko Marpanaji ◽  
Muh. Izzudin Mahali ◽  
Nur Hasanah ◽  
Bekti Wulandari
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Computer Network ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Higher Order ◽  
The Difference ◽  
The One

This research has purpose to know the difference between student learning result with computer network practice course and higher order thinking skill (HOTS) given by demonstration method with problem based learning (PBL) method. This research is a research using quasi experiment consisting of two classes as sample. The one class uses the demonstration learning method, while the other class uses the PBL method. This study has an analysis using t-test. the result of this research is able to show there is difference between student learning outcomes with high thinking ability in computer network practice class among students given demonstration method with students given PBL method. Students who were given demonstration learning methods resulted less than students who had been provided with PBL methods in order to improve learning outcomes.

scholarly journals MENGEMBANGKAN KETERAMPILAN BERPIKIR TINGKAT TINGGI MAHASISWA MELALUI MEDIA SOSIAL

EDUTECH ◽  
2014 ◽  
Vol 13 (3) ◽  
pp. 400 ◽  
Author(s):  
R Nadia Hanoum
Keyword(s):  
Social Media ◽  
Social Learning ◽  
Learning Outcomes ◽  
Social Constructivism ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Cognitive Domain ◽  
Higher Order Thinking Skills ◽  
Use Of Social Media

Abstract. Social media allow their users to share, collaborate, and making network more flexibly without having to be in the same place and time. The use of social media in learning gives students more opportunities to interact and exchange information with each other through various activities like discussion, peer correction, and peer evaluation. Viewing from social learning and social constructivism theories, using social media in learning will affect students’ behavior and learning outcomes. The learning outcomes explored in this paper is the cognitive domain of analyze, evaluate, and create aspects. These three aspects are considered as higher order thinking skills which should be mastered by college students as it is at university level that quality human resources are expected to be generated.Keywords: higher order thinking skills, social media, social learning theoryAbstrak. Media sosial memungkinkan para penggunanya untuk berbagi, berkolaborasi, dan berjejaring secara lebih fleksibel tanpa harus berada pada tempat dan waktu yang sama. Penggunaan media sosial dalam pembelajaran memberikan kesempatan yang lebih banyak kepada peserta didik untuk berinteraksi dan bertukar informasi dengan peserta didik lainnya melalui berbagai kegiatan seperti diskusi, mengoreksi informasi yang diberikan oleh teman atau kelompok lain atau memberikan penilaian terhadap kinerja atau penampilan teman sekelas. Jika dilihat dari teori belajar sosial dan teori konstruktivisme sosial, maka penggunaan media sosial dalam pembelajaran akan berdampak pada perilaku dan hasil belajar peserta didik. Hasil belajar yang dieksplor dalam artikel ini adalah domain kognitif aspek menganalisis, mengevaluasi, dan menciptakan. Ketiga aspek ini merupakan keterampilan berpikir tingkat tinggi yang harus dapat dikuasai oleh mahasiswa mengingat pada level pendidikan tinggi lah diharapkan akan dihasilkan SDM yang berkualitas.Kata Kunci: keterampilan berpikir tingkat tinggi, media sosial, teori belajar sosial

Standardization and modernization of Kazakhstan Higher education

2021 ◽  
pp. 95-101
Author(s):  
Yu.N. Pak ◽  
◽  
Zh.S. Nuguzhinov ◽  
D.Yu. Pak
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Learning Outcomes ◽  
Educational Programs ◽  
Educational Process ◽  
Professional Standards ◽  
Educational Standards ◽  
The Republic ◽  
State Educational

Worked out is the analyzes of development of the Kazakhstan system of standardization of higher education on the example of several generations of state educational standards. Their features are examined in structural terms, as well as in terms of the requirements for the compulsory minimum of the educational content, the level of preparedness of graduates and learning outcomes. The dynamics of transformations in the context of expansion of universities academic freedoms, the ratio of compulsory and university components of educational programs is shown. The role of educational and methodological associations of universities of the Republic of Kazakhstan in the development of the regulatory and legal support of the educational process is emphasized. The relevance of introducing the competence-based approach in higher education on the basis of combining educational and professional standards is noted. It is shown that inconsistent and hasty reforms, uncompetitive level of teachers’ remuneration, expanding bureaucratization, underdeveloped quality assurance culture do not contribute to the successful modernization of higher education.

Outcomes-based approach to quality assessment and curriculum improvement in higher education

2014 ◽  
Vol 22 (2) ◽  
pp. 158-168 ◽  
Author(s):  
Maureen Tam
Keyword(s):  
Higher Education ◽  
Quality Assessment ◽  
Student Learning ◽  
Learning Outcomes ◽  
Instructional Designers ◽  
Content Type ◽  
Curriculum Improvement ◽  
Improving Student Learning ◽  
Views And Perceptions ◽  
Traditional Structures

Purpose – This paper was written for practitioners in higher education, including academics and instructional designers who are engaged in curriculum revision. It aims to examine the notion of outcomes-based education, survey the literature and provide a critical review of the outcomes-based approach to quality assessment and curriculum improvement in higher education. The outcomes-based approach is completely student-centred, which focuses on what students know and can actually do. Sharpening the focus onto student learning outcomes goes beyond mere tinkering with traditional structures and methods; it really constitutes a paradigm shift in educational philosophy and practice. Design/methodology/approach – This paper begins with a summary of developments in institutional quality assessment and curriculum improvement in higher education in recent decades. Then, it identifies the underlying concepts and principles that characterize the outcomes-based approach for the design and improvement of curriculum and instruction in higher education. Finally, the outcomes-based approach is critically reviewed for its value from the perspectives of both practical and philosophical considerations. Findings – In so doing, it is directed to the heightening of sensitivity as to the manner and situations in which the outcomes-based approach may be employed. Originality/value – A final note is that while learning outcomes approaches are useful, care is needed to take into account the different views and perceptions of those involved in defining learning outcomes and to keep the ultimate goal of improving student learning clearly in mind. Care must also be taken to avoid rigidity and conceptual reification during implementation in curriculum and instructional design.

scholarly journals Confirmatory Factor Analysis for a Service-Learning Outcomes Measurement Scale (S-LOMS)

2020 ◽  
Vol 32 (1) ◽  
pp. 3-34
Author(s):  
Ka Hing Lau ◽  
Robin Stanley Snell
Keyword(s):  
Factor Analysis ◽  
Service Learning ◽  
Confirmatory Factor Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Higher Order ◽  
Measurement Scale ◽  
Outcomes Measurement ◽  
Confirmatory Factor

Service-learning was introduced into Hong Kong over a decade ago, yet there is a research gap about the self-perceived student learning outcomes, partly due to the lack of a reliable measurement instrument across disciplines and service-learning types. This study evaluated a recently created Service-Learning Outcomes Measurement Scale (S-LOMS) through confirmatory factor analysis with 629 students. S-LOMS measures self-perceived student learning outcomes with 56 items covering various learning outcome domains under four higher-order categories: knowledge application; personal and professional skills; civic orientation and engagement; and self-awareness. Alternative measurement models were compared, with the results indicating that although a model with 11 domains and without higher-order categories was preferred, there was also support for a model with 10 domains subsumed under the four higher-order categories. Multi-sample analyses indicated that both models were stable across gender.

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