Pendekatan Problem Solving berbantuan Komputer dalam Pembelajaran Matematika

2015 ◽  
Vol 6 (1) ◽  
pp. 33-42
Author(s):  
Laswadi Laswadi
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
High Order ◽  
Computer Assisted ◽  
Quality Of Learning ◽  
Technological Developments ◽  
The Right ◽  
High Order Thinking

Creating effective mathematics learning is a complex and continuous undertaking. Using the right approach of learning and utilizing technological developments is an attempt to improve the quality of learning. This paper examines the problem solving learning computer-assisted and how its potential in developing high-order thinking skills of students. /div

scholarly journals The Assessment Instrument of Mathematics Learning Outcomes Based on HOTS Toward Two-Dimensional Geometry Topic

2020 ◽  
Vol 3 (1) ◽  
pp. 19
Author(s):  
I Gede Wahyu Suwela Antara ◽  
I Komang Sudarma ◽  
I.Ketut Dibia
Keyword(s):  
Item Difficulty ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Mathematics Assessment ◽  
Assessment Instrument ◽  
Higher Order Thinking Skills ◽  
High Order Thinking Skill ◽  
Essay Test ◽  
High Order Thinking

This study aims to (1) developing a mathematics assessment instrument based on Higher Order Thinking Skills (HOTS); and describe the quality of the instrument. This study was a research and development study adapting 4D model from Thiagarajan. The model including the following steps : (1) define, (2) design, (3) develop, and (4) desseminate. Due to limited of time, this research was only carried out until the developing step.The result shows that the instrument that consists of 18 essay test item are valid and appropriate to be used. The instrumen’s reliability coefficients are 0.659 (High). The instrument has the average of item discrimination  0.44 (Very Good) and the average of item difficulty of the instrument are 0.584 (Medium). The conclusion is the assessment instrument is feasibel being as an assessment instrumen to measure the high order thinking skill toward two-dimentional geometry topic.

scholarly journals The Level of High-Order Thinking and Its Relation to Quality of Life among Students at Ajloun University College

2018 ◽  
Vol 11 (6) ◽  
pp. 8 ◽  
Author(s):  
Wail Minwer Al Rabadi ◽  
Rifqa Khleif Salem
Keyword(s):  
Quality Of Life ◽  
Empirical Studies ◽  
Thinking Skills ◽  
High Order ◽  
Quality Of Life Scale ◽  
University College ◽  
Close Relationship ◽  
Life Scale ◽  
High Order Thinking

The study was designed to identify the effect of high-order thinking on the quality of life among Ajloun University students. The study used the associative method. The randomly selected sample consisted of 147 students from Ajloun University College. The study used two tools: The two measures were applied to the sample of the current study after extracting the psychometric properties of the two scales in terms of validity and reliability.The results indicated that the high-order thinking among the students was moderate. The students also achieved a medium degree according to the quality of life scale. There was a statistically significant correlation between both the high-order thinking and the quality of life. There were statistically significant differences in quality of life and the level of high-order thinking due to gender variable in favor of males and academic specialization in favor of students of scientific colleges, the study recommended the need for further research and studies on the relationship between quality of life and other variables such as self-efficacy, self-learning, and other variables, and to train students in skills that raise their high-order thinking skills because of their close relationship with quality of life and training programs and semi-empirical studies to improve students’ perception of level of life and its quality and satisfaction.

scholarly journals Analysis of Student Quotient Adversity in Problem Solving HOTS (High Order Thinking Skill) Mathematics Problems

2020 ◽  
Vol 6 (12) ◽  
pp. 3001-3006
Author(s):  
Samsul Hadi ◽  
◽  
Alpi Zaidah ◽  
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
High Order ◽  
Thinking Skill ◽  
High Order Thinking Skill ◽  
Mathematics Problem Solving ◽  
Mathematics Problems ◽  
High Level ◽  
Academic Year ◽  
High Order Thinking

Problem-solving of High Order Thinking Skill (HOTS) problems Mathematics is a part of the mathematics learning process that requires high-level adversity quotient (AQ) for students. This study aims to analyze the AQ level of students in solving mathematics HOTS problems. This research uses a case study-based qualitative approach. Research participants consisted of 47 students of class XI at an MA in East Lombok, NTB, in the even semester of the 2020-2021 academic year. The research sample was determined by purposive sampling. The instrument used was a diagnostic test consisting of descriptive questions and multiple-choice, AQ questionnaire, and interview guidelines. The results showed that: 1) the AQ level of the students was in the medium category in solving HOTS mathematics questions, 2) there was no relationship between the level of mathematics problem-solving ability and the AQ level of students in solving the HOTS mathematics problems, 3) the students quickly gave up in solving HOTS mathematics questions, and 4) Students have difficulty in the aspects of language, concepts, and strategies in solving HOTS Mathematics problems.

scholarly journals Mathematics Mobile Blended Learning Development: Student-Oriented High Order Thinking Skill Learning

2021 ◽  
Vol 10 (1) ◽  
pp. 69-81
Author(s):  
Poppy Yaniawati ◽  
Siti Mistima ◽  
In In ◽  
Dahlia Fisher
Keyword(s):  
Mobile Learning ◽  
Junior High School ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
High Order ◽  
Skill Learning ◽  
Teaching Materials ◽  
School Teaching ◽  
Assessment Sheet ◽  
High Order Thinking

<p>This study aims to develop a mathematics learning application, namely Android-based mobile learning to increase students' High Order Thinking Skills (HOTs). The result of mathematics learning media is a valid and practical mobile learning application product. "Mastering Math" is the name of a mathematics e-learning application designed as a mobile or smartphone application, with specifications for the OS Android. The procedure for the development of virtual mathematical media used the development of the 4D model of Thiagarajan: (1) define; (2) design; (3) develop, and (4) disseminate. The trials conducted included five expert judgments and a small group. The research instruments used were a validation sheet, a practical assessment sheet by the teacher, a practical assessment sheet by students, and a media effectiveness test instrument. Data analysis was performed using Cochran's Q test for similarity of expert validation and qualitative analysis. The teaching materials used are junior high school teaching materials with validity and practicality in the good category to increase students' HOTs. This research implies that the learning of mathematics is more effective and efficient, students' divergent thinking develops, and their learning motivation for mathematics increases.</p>

scholarly journals Desain Pesan Pembelajaran di Era Digital

2019 ◽  
Vol 3 (1) ◽  
pp. 104
Author(s):  
Nanang Gesang Wahyudi
Keyword(s):  
Active Role ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Digital Era ◽  
Quality Of Learning ◽  
Technological Developments ◽  
Information And Communication ◽  
The Right

This paper aims to examine the problems of learning paradigm changes caused by technological developments in education in the digital era and provide solutions for teachers to improve the quality of learning. This study uses qualitative research methods with a literature review approach. Research by exploring the latest and most trusted reference sources is then explored in full and in depth. The results of this study note that technological developments in education led to a shift in the pattern of learning approaches that used to teacher-centered to be student-centered. Learning problems that arise as a result of technological developments in the digital era include; students in the digital age can access science through online with a laptop or smartphone, so that the source of knowledge obtained is less accountable, students are less interested in the design of learning messages taught without innovative media, teachers as facilitators are still lacking in using information technology-based media and communication in improving the quality of learning. This is a challenge for the teacher as a communicator in learning communication. The solution to these problems is that the teacher must active role in validating the source of information obtained by the student's knowledge, so that its validity can be accounted. Teachers need to design learning messages effectively so that students as communicants can receive learning messages well. Teachers need to have the right strategy in utilizing information and communication technology-based learning media in order to improve the quality of learning.

scholarly journals Implementasi Pendekatan Pembelajaran HOTS untuk Meningkatkan Kemampuan Berpikir Kritis Siswa SMP pada Mata Pelajaran Pkn Kelas IX.3

2020 ◽  
Vol 2 (1) ◽  
pp. 207-213
Author(s):  
Winda Harniati
Keyword(s):  
Problem Solving ◽  
Thinking Skills ◽  
High Order ◽  
High Order Thinking

High Order Thinking Skills merupakan suatu proses berpikir siswa dalam level kognitif yang lebih tinggi yang dikembangkan dari berbagai konsep dan metode kognitif dan taksonomi pembelajaran seperti metode problem solving, taksonomi bloom, dan taksonomi pembelajaran, pengajaran, dan penilaian. HOTS merupakan keterampilan berpikir yang erat kaitannya dengan mata pelajaran PKN. PKN dikenal sebagai ilmu yang melatih siswa dengan kemampuan berpikir kritis, logis, analitis, dan sistematis yang merupakan kemampuan HOTS.

scholarly journals PENDEKATAN NEUROSAINS MENINGKATKAN KETRAMPILAN BERPIKIR TINGKAT TINGGI SISWA PENDIDIKAN DASAR DI ABAD 21

2020 ◽  
Vol 8 (1) ◽  
pp. 83
Author(s):  
Rahmi Rivalina
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Thinking Skills ◽  
High Order ◽  
Early Age ◽  
Learning Competencies ◽  
And Function ◽  
Creativity And Innovation ◽  
High Order Thinking

The demands of 21st learning is to enable students use High Order Thinking Skills (HOTS) through    problem solving and critical thinking, communication and collaboration, and creativity and innovation. In its implementation, the teachers are the first persons to earlier master the concept of HOTS supported by understanding Neuroscience. The problem discussed in this review is why the teachers need to implement the neuroscience approach in learning their student and  how the teacher's strategy implements it   so   students  are able to achieve the 21st learning. The objective of this review is to describe: (1) the importance of teachers to comprehend the neuroscience approach in learning, and (2) the strategy of teachers in implementing the neuroscience approach   to achieve the 21st learning.The method used in writing this article is reviewing various documents, both in the form of laws and regulations, the results of research and development as well as studies,   various scientific works that are presented in print/written and networking. The result of the review is that to achieve 21st Century skills and competencies, ideally teachers must understand neuroscience,     such as brain development and function ranging from the early age to adults and student intelligence types, and teacher methods of teaching students. The conclusion of this study states that the achievement of 21st century skills and learning competencies is carried out using the Neuroscience approach as one of the solutions. AbstrakTuntutan pembelajaran abad 21 mengharuskan siswa untuk menggunakan keterampilan berpikir tingkat tinggi (High Order Thinking Skills/HOTS) melalui pemecahan masalah dan berpikir kritis, komunikasi dan kolaborasi, dan kreativitas dan inovasi. Untuk mengimplementasikannya guru terlebih dahulu harus memahami konsep HOTS dibantu dengan pemahaman Ilmu Neurosains. Masalah yang dibahas dalam kajian ini   mengapa guru perlu menerapkan pendekatan neurosains di dalam membelajarkan peserta didiknya dan bagaimana strategi guru menerapkannya sehingga siswa dapat mencapai pembelajaran abad 21. Tujuan penelitian ini adalah untuk  mendeskripsikan: (1) pentingnya guru memahami pendekatan neurosains dalam pembelajaran, dan (2) strategi  guru  menerapkan pendekatan neurosains  untuk  mencapai pembelajaran  abad ke-21. Metode penelitian yang digunakan di dalam penulisan artikel ini adalah mengkaji berbagai dokumen, baik yang berupa perangkat peraturan perundang-undangan, hasil-hasil penelitian dan pengembangan serta kajian, maupun berbagai karya ilmiah yang disajikan secara cetak/tertulis dan jejaring. Untuk memperkaya tulisan ini, penulis juga melakukan wawancara secara terbatas. Hasil kajian mengungkapkan bahwa untuk mencapai kompetensi keterampilan dan kecakapan abad 21,   idealnya guru harus memahami   ilmu neurosains   seperti perkembangan dan fungsi otak mulai dari balita sampai dewasa dan  tipe kecerdasan siswa, dan metode guru membelajarkan  siswa. Kesimpulan kajian ini menyatakan pencapaian kompetensi keterampilan dan kecakapan pembelajaran abad 21 dilakukan dengan pendekatan Neurosains sebagai salah satu solusi.

scholarly journals Pendekatan Neurosains Meningkatkan Keterampilan Berpikir Tingkat Tinggi Guru Pendidikan Dasar

2020 ◽  
Vol 8 (1) ◽  
pp. 83
Author(s):  
Rahmi Rivalina
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Outcomes ◽  
21St Century ◽  
Learning Process ◽  
Thinking Skills ◽  
High Order ◽  
Multiple Intelligence ◽  
Creativity And Innovation ◽  
High Order Thinking

Tuntutan pembelajaran abad 21 mengharuskan siswa untuk menggunakan keterampilan berpikir tingkat tinggi (High Order Thinking Skills/HOTS) melalui pemecahan masalah dan berpikir kritis, komunikasi dan kolaborasi, dan kreativitas dan inovasi. Untuk mengimplementasikannya guru terlebih dahulu harus memahami konsep HOTS karena arsitektur utama dalam mengisi kecerdasan siswa adalah guru. Masalah yang dibahas dalam kajian ini mengapa guru perlu dibekali dengan pendekatan neurosains dalam proses pembelajaran dan bagaimana strategi guru menerapkan pendekatan neurosains dalam pembelajaran sehingga siswa dapat mencapai kompetensi kecakapan abad 21. Tujuan penelitian ini adalah untuk  mendeskripsikan: (1) pentingnya memahami pendekatan neurosains bagi guru dalam proses  pembelajaran, dan (2) strategi  guru  menerapkan pendekatan neurosains  untuk  mencapai kompetensi kecakapan abad ke-21.  Hasil kajian mengungkapkan guru perlu menerapkan pendekatan neurosains dalam pembelajaran untuk membantu guru dalam mencapai kompetensi keterampilan dan kecakapan abad 21 siswa. Strategi guru menerapkan  pendekatan neurosains dengan memahami tahapan perkembangan pusat kecerdasan,  tipe kecerdasan, dan diagram pembelajaran abad 21, yang dituangkan  dalam bentuk rancangan pembelajaran yang efektif dan menyenangkan. Kesimpulan kajian ini menyatakan peningkatan HOTS pada guru akan berdampak pada capaian hasil pembelajaran dan kompetensi siswa abad 21.     AbstrakThe demands of 21st learning is to enable students use High Order Thinking Skills (HOTS) through    problem solving and critical thinking, communication and collaboration, and creativity and innovation. In its implementation, the teachers are the first persons to earlier master the concept of HOTS as the main architecture in creating the intelligence of students is the teacher.The problem discussed in this review is why the  teachers need to be equipped  with neuroscience  approaches in the learning process, how the teacher's strategy implements it   so   students  are able to achieve the 21st learning competency. The objective of this review is to describe: (1) the importance of teachers   to comprehend the neuroscience approach   in learning process, and (2) the strategy of teachers in implementing the neuroscience approach   to achieve the 21st competency.   The results of review revealed   teachers need to apply a neuroscience approach in learning to assist teachers in achieving 21st century students' competencies. The teacher's strategy applies the neuroscience approach by understanding the stages of development of the intelligence, the multiple  intelligence, and the 21st century learning diagram, which is formed  in effective and fun learning designs. The conclusion of this review states that the increase of teachers’ HOTS will have an impact in learning outcomes and 21st century students’ competency.

scholarly journals Analisis Kemampuan Siswa SMA Kabupaten Sumba Barat Daya Menyelesaikan Soal Higher Order Thinking Skills (HOTS) dalam Pembelajaran Matematika

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Edi Wahyudi ◽  
Samuel Rex Making Mulyadi
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
High Order ◽  
Average Score ◽  
Higher Order Thinking Skills ◽  
South West ◽  
High Order Thinking

This research aims to describe the competence of Senior High School students at South West Sumba in doing the high order thinking skills test on math lesson. This research is a survey research with 274 students of eleven SMA/MA in South West Sumba as the samples of research. The instrument used in this research was high order thinking skills test which are divided into 1 analysis test, 1 evaluation test and 1 creating test. The instrument has been tested in terms of construct validation and reliability by doing the instrument testing. The percentage of students who answer correctly on higher order thinking skills at analysis aspect with the ability of problem solving which are understanding the problems, making plans and finding solutions are 85.8%, 68.2% and 65.7%. The percentage of students who answer correctly on evaluation aspect with the ability of problem solving which include understanding the problem, making plans and finding solutions are 61.3%, 13.0% and 24.5%. While the percentage of students who answer correctly on creating aspect with the ability of problem solving that include understanding the problem, making plans and finding solutions are 15.3%, 13.5% and 12%. The average score gained by the students on analysis, evaluation and creating aspect which are converted on score 0-100 are 54, 37 and 34. 

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