scholarly journals Identifying Higher-Order Thinking Skills on Lesson Plan: How Do Teachers Construct the Lesson Plan?

2021 ◽  
Vol 6 (2) ◽  
pp. 277-285
Author(s):  
Sri Haryati ◽  
Eli Trisnowati ◽  
Siswanto Siswanto ◽  
Moch. Malik Al Firdaus
Keyword(s):  
21St Century ◽  
Lesson Plan ◽  
Teaching Experience ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
21St Century Learning ◽  
Higher Order ◽  
Lesson Plans ◽  
Higher Order Thinking Skills ◽  
Years Of Teaching Experience

In line with 21st-Century learning, the 2013 Curriculum highlights the development of critical thinking, problem analysis, problem-solving, decision making, and creating something new. Professional teachers need to facilitate students in developing these abilities. This research describes how the teachers plan the higher-order thinking skills (HOTs). This research is qualitative research with a descriptive design. The respondents were four teachers with 0-40 years of teaching experience. The data were collected qualitatively through documentation and interviews. The results showed that HOTs were not clearly expressed in the teacher's lesson plans at teaching experience levels of 0 to 10 years and 10 years to 20 years. Teachers with 20 to 30 years of teaching experience and 30 to 40 years of experience have expressed HOTs explicitly and completely in all parts of the lesson plan. Teachers have an important role in facilitating higher-order thinking skills that can be seen through the lesson plans. The lesson plan must describe the development of higher-order thinking skills holistically. Teachers need to review each lesson plan to be coherent in every part and relevant to 21st-century learning.

scholarly journals Perangkat pembelajaran matematika bercirikan PBL untuk mengembangkan HOTS siswa SMA

2016 ◽  
Vol 3 (2) ◽  
pp. 189 ◽  
Author(s):  
Edi Susanto ◽  
Heri Retnawati
Keyword(s):  
High School ◽  
Mathematics Teaching ◽  
Lesson Plan ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Senior High School ◽  
Higher Order Thinking Skills ◽  
Assessment Sheet

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika bercirikan problem-based learning (PBL) yang valid, praktis, dan efektif untuk mengembangkan higher order thinking skills (HOTS) siswa SMA kelas X semester 2 berupa: rencana pelaksanaan pembelajaran (RPP) dan lembar kegiatan siswa (LKS) yang dilengkapi instrumen tes hasil belajar. Penelitian pengembangan ini menggunakan model pengembangan 4-D dari Thiagarajan dengan empat tahapan, yaitu: pendefinisian, perancangan, pengembangan, dan penyebaran. Uji coba dilaksanakan dalam tiga tahap, yaitu: uji coba ahli, uji coba terbatas, dan uji coba lapangan. Subjek uji coba dalam penelitian ini adalah guru dan siswa yang dipilih dari dua sekolah. Instrumen yang digunakan terdiri atas lembar validasi, penilaian guru, penilaian siswa, dan instrumen tes hasil belajar. Hasil penelitian menunjukkan bahwa perangkat yang dikembangkan telah memenuhi aspek validitas, kepraktisan, dan keefektifan.(1) Hasil validitas menunjukkan bahwa RPP dan LKS yang dikembangkan pada kategori valid dengan indeks Aiken pada RPP sebesar 0,69 dan LKS sebesar 0,70. (2) Hasil uji coba terbatas menunjukkan perangkat pembelajaran yang dikembangkan pada kategori praktis. (3) Hasil uji coba lapangan menunjukkan perangkat pembelajaran efektif ditinjau dari HOTS siswa dengan persentase ketuntasan secara klasikal subjek uji coba lebih dari 75%.Kata Kunci: pengembangan, perangkat pembelajaran matematika, problem-based learning, higher order thinking skills Mathematics teaching kits based on PBL to develop hots of senior high school students  AbstractThis research is aimed at developing mathematics teaching kit based on problem-based learning which is valid, practical, and effective to develop the higher order thinking of grade X students senior high school in their second semester, which consists of lesson plan and students’ worksheet with test instrument. The research development used the model adapted from 4-D model developed by Thiagarajan with employing steps: defining, planning, developing, and disseminating. The tryout is conducted three steps: expert validation, limited tryout, and field tryout. The tryout subjects were teachers and students from two schools. The instruments used in this research were validation sheet, teacher’s assessment sheet, student’s assessment sheet, and test. The result of the research shows that the developed mathematics teaching kitbased on problem-based learning has met the aspect of validity, practicality, and effectiveness. (1) The result of validation shows that the lesson plan and the students’ worksheet are chategorized as valid with the Aiken analysis showing the index for the lesson plan has achieved 0.69 and the 0.70 for the students’ worksheet. (2) teh result of limited tryout shows that the developed of mathematics teaching kit is practical. (3) the result of field tryout shows that the developed of mathematics teaching is effective interm students’s HOTS with percentage of clasisical mastery subjects reached 75%.Keywords: development, mathematics teaching kit, problem-based learning, higher order thinking skills

scholarly journals Development of Thematic Skill Learning Based on the 21th Century Skill Model for Fourth Graders

2020 ◽  
Vol 3 (1) ◽  
pp. 47
Author(s):  
Tio Gustri Satria ◽  
Tri Juli Hajani
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Design Research ◽  
Lesson Plan ◽  
Fourth Graders ◽  
Thinking Skills ◽  
Lesson Plans ◽  
Skill Learning ◽  
Higher Order Thinking Skills ◽  
Thematic Learning

Thematic learning using 21st Century skills is learning with higher-order thinking skills (HOTS). It is a series of stages of activities organized in such a way that students can master the competencies that must be achieved in thematic learning by actively participating. This research is educational research with a design research model that develops a product. The product developed in this study is a thematic lesson plan for grade IV elementary school. Thematic learning implementation plan based on 21st Century skills models with an overall validation yield of 92% (very valid). The thematic learning media is very practical with an average of 92.5%. The effectiveness of the use of thematic lesson plans can be known through the learning activities of students while learning by using this learning tool is very effective, and students' learning outcomes are above the school minimum completeness criteria. These observations illustrate that the use of thematic lesson plans based on 21st Century skills models have been effectively implemented.

Teaching Amidst Unexpected Unknowns

2016 ◽  
pp. 75-87
Author(s):  
Sachin Sinha ◽  
Deepti Sinha
Keyword(s):  
Communication Skills ◽  
21St Century ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
The West ◽  
Higher Order Thinking Skills ◽  
Knowledge And Skills ◽  
Complex Thinking ◽  
Technology Migration

Globalisation, technology, migration, competition, changing markets and transnational environmental and political challenges have added a new urgency to develop the skills and knowledge needed in the 21st century. Educators, governments, foundations, employers and researchers refer to these abilities as ‘higher-order thinking skills' ‘deeper learning outcomes' and ‘complex thinking and communication skills'. We need to understand how students today are different from those of yesteryears. Although everyone believes that the knowledge and skills that students need today are different from what they needed yesterday, terminology differs from country to country, as does the composition of knowledge, skills and values. This chapter is broadly divided into four sections. The main objectives of the narrative are to understand the growth and evolution of teaching, to develop an understanding of the differences between the teaching of the East and that of the West, to explore teaching as an art and a skill and finally to prepare ourselves for the burgeoning demands of digital-age teaching.

Preparing Teachers to Integrate Technology Effectively

2011 ◽  
pp. 395-409 ◽  
Author(s):  
Drew Polly
Keyword(s):  
Technology Use ◽  
Lesson Plan ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Lesson Plans ◽  
First Year ◽  
Future Trends ◽  
First Year Teachers ◽  
Higher Order Thinking Skills ◽  
Rich Instruction

Technology has the greatest impact on student learning outcomes when students complete technology-rich activities that also develop their higher-order thinking skills (HOTS). This chapter presents findings from a study that examined two lesson plans from 74 first-year teachers who were learning how to plan technology-rich instruction focused on students’ HOTS. Findings indicate that teachers’ lesson plans did not address students’ HOTS and rated low on the Level of Technology Integration (LOTI) scale. Further, teachers’ use of an indirect instruction lesson plan format that promoted student discovery was associated with higher levels of HOTS and technology use. Implications and future trends for both practice and research are also shared.

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 Menumbuhkan Keterampilan Berpikir Tingkat Tinggi melalui Open Ended Problem

2019 ◽  
Vol 4 (8) ◽  
pp. 1008
Author(s):  
Apdwi Syaeruldinata ◽  
Abdur Rahman As’ari ◽  
Abadyo Abadyo
Keyword(s):  
Lesson Plan ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Achievement Test ◽  
Higher Order ◽  
Developmental Model ◽  
Teaching Materials ◽  
Higher Order Thinking Skills ◽  
The Mean ◽  
Whole Class

<p class="Abstrak"><strong>Abstract:</strong> This study aimed to describe both process and result of the development of teaching materials used to enhance higher order thinking skills based on open ended problem and its products should be valid, effective and practice. This study adopted a 4D developmental model modified be 3D which comprises three stages: define, design, and develop. The results showed: (1) The teaching materials that have been develop declared valid with the mean score 3,30, lesson plan declared valid with the mean score 3,125, achievement test declared valid with the mean score 3,45, (2) effectiveness characterized by whole class achievement test mean score obtained 78,83, and whole class questionnaire mean score obtained 2,35, (3) practicality of teaching materials characterized by observation sheet mean score for whole observer obtained 3,6, and (4) using open ended problem significantly enhances students higher order thinking skills, as well as students justify effectiveness of several procedure that is followed by appropriate arguments, integrate different characteristic within it’s unity, also think creatively construct the problem themselves.</p><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mendeskripsikan proses dan hasil pengembangan perangkat ajar untuk menumbuhkan keterampilan berpikir tingkat tinggi beracuan <em>open ended problem</em> yang valid, efektif, dan praktis. Penelitian ini merupakan bagian dari penelitian pengembangan menggunakan modifikasi model 4-D (four-D model) menjadi 3-D yang meliputi tahap penetapan (<em>define</em>), perancangan (<em>design</em>), dan pengembangan (<em>develop</em>). Hasil penelitian menunjukkan bahwa: (1) peragkat ajar yang dikembangkan valid dengan skor rerata 3,30 untuk bahan ajar; 3,125 untuk RPP; dan 3,45 untuk lembar tes hasil belajar, (2) perangkat ajar efektif ditandai dengan rerata skor tes hasil belajar seluruh siswa adalah 78,83, dan rerata skor respons keseluruhan siswa adalah 2,35 (3) bahan ajar praktis ditandai dengan rerata skor hasil observasi keterlaksanaan bahan ajar dari seluruh observer adalah 3,6, dan (4) penggunaan <em>open</em> <em>ended problem</em> memberi dampak yang signifikan dalam menumbuhkan keterampilan berpikir tingkat tinggi siswa. Siswa antara lain telah dapat menjustifikasi tingkat efektifitas dari beberapa alternatif prosedur yang ada disertai dengan argumentasi yang sesuai, siswa dapat mengaitkan unsur-unsur yang berlainan dalam sajian masalah dengan satu kesatuan strukturnya yang utuh dan mengorganisasikannya dalam menentukan penyelesaian, serta siswa berpikir kreatif ditandai dengan kemampuan mengonstruksi masalah sekaligus penyelesaiannya sendiri.

Using Communities of Practice to Identify Competencies

2017 ◽  
pp. 157-167 ◽  
Author(s):  
Mambo G. Mupepi
Keyword(s):  
Communities Of Practice ◽  
21St Century ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Instructional Planning ◽  
Design Development ◽  
Higher Order Thinking Skills ◽  
Competency Based Education ◽  
Competency Based

While there is currently a significant amount of work being done to promote competency-based education (CBE), many efforts are focused on the design, development, administration, and technology of CBE programs. Yet CBE programs will be successful only if they begin with an accurate and comprehensive identification of required competencies and the key performance indicators (KPI) necessary for effective instructional planning and assessment. This continues to be an area of ongoing debate in competency-based education, particularly in regard to the identification of 21st century competencies and those that reflect higher-order thinking skills. This article suggests that communities of practice (COP) can be integral partners in the effort to identify competencies, establish levels of proficiency that support common divisions of labor within industries, and distinguish the novice from the expert.

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