scholarly journals Developing Elementary School Students’ Mental Computation Skills through Didactic Games

2020 ◽  
Vol 13 (2) ◽  
pp. 80-92
Author(s):  
Edith DEBRENTI ◽  
Beáta LÁSZLÓ
Keyword(s):  
Mathematical Knowledge ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Second Grade ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Mental Computation ◽  
Card Games ◽  
Personal Experiences ◽  
Different Levels

"Abstract: Our research focuses on developing elementary students’ mental computation skills with the help of card games. Choosing this area of study was motivated by our personal experiences, namely, that mathematics programmes of study do not lay emphasis on this aspect; there are too few hours dedicated to developing this skill, and several mental computation strategies are not presented in the classroom. As a result, students struggle with mental computation, a basic skill needed in our day-to-day life, and a relevant basis for further mathematical knowledge, computation competence, and higher order thinking skills. In order to develop this skill, we have transformed well-known card games into didactic games, which encourage development almost unnoticeably, given the fact that children love to play, they need play. We have devised five new, appealing tools, with different levels of difficulty, suitable for developing mental computation skills in an attractive way. This paper presents an experiment involving second grade (8-9 years old) students. Two experimental groups were involved. The aim was to investigate whether mental computation is more efficient when using the traditional method or when using card games. We hypothesized that using card games might prove helpful in developing mental computation skills."

scholarly journals Pengembangan Model Blended Web Mobile Learning dengan Aplikasi MoLearn untuk Meningkatkan Keterampilan Berpikir Tingkat Tinggi Siswa SMA

2021 ◽  
Vol 2 (2) ◽  
pp. 63-72
Author(s):  
Bambang Hariadi ◽  
M. J. Dewiyani Sunarto ◽  
Tri Sagirani ◽  
Tan Amelia ◽  
Julianto Lemantara ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Mobile Learning ◽  
Design Research ◽  
System Development ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
School Students ◽  
Higher Order Thinking Skills

Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa SMA berbasis Higher Order Thinking Skill (HOTS) melalui pembudayaan belajar dengan pendekatan blended learning dengan menerapkan model Blended Web Mobile Learning (BWML) dan aplikasi MoLearn. Penelitian ini merupakan penelitian pengembangan yang mengacu pada Generic Design Research Model (GDRM) dari Plomp dan Nieveen. Untuk pengembangan aplikasi MoLearn metode System Development Life Cycle (SDLC) model waterfall digunakan dalam penelitian ini. Penelitian ini meibatkan 205 siswa sebagai subjek penelitiaan. Data penelitian dikumpulkan menggunakan instrument lembar validasi model, angket resposn siswa, dan tes HOTs siswa. Penelitian dianalisis secara deskriptif menggunakan persamaan reliabilitas dan n-gain. Hasil penelitian menunjukkan bahwa (1) model BWML dengan aplikasi MoLearn dinyatakan valid dan reliable berdasarkan tinjauan content dan isi, selain itu, berdasarkan hasil respon 205 siswa terhadap pembelajaran model BWML dengan aplikasi MoLearn, 83% siswa dinyatakan antusias mengikuti pembelajaran; dan (2) peningkatan HOTs siswa dinyatakan meningkat (rerata n-gain= 0,46) dengan kategori sedang. Hasil penelitian ini menyimpulkan bahwa model Blended Web Mobile Learning (BWML) dengan aplikasi MoLearn valid, praktis, dan efektif untuk meningkatkan keterampilan berpikir tingkat tinggi siswa SMA. The Development of the Blended Web Mobile Learning Model with the MoLearn Application to Improve High School Students’ Higher Order Thinking Skills Abstract This study aims to improve the learning outcomes of high school students based on Higher Order Thinking Skills (HOTS) through the culture of learning with a blended learning approach by applying the Blended Web Mobile Learning (BWML) model and the MoLearn application. This research is a development research that refers to the Generic Design Research Model (GDRM) from Plomp and Nieveen. For the development of the MoLearn application, the Waterfall Model System Development Life Cycle (SDLC) method was used in this study. This study involved 205 students as research subjects. The research data were collected using a model validation sheet instrument, student response questionnaires, and student HOTs tests. The research was analyzed descriptively using the reliability equation and n-gain. The results showed that (1) the BWML model with the MoLearn application was declared valid and reliable based on the content and content review, in addition, based on the results of the responses of 205 students to the BWML model learning with the MoLearn application, 83% of the students were stated to be enthusiastic about participating in the learning; and (2) the increase in students' HOTs was stated to be increasing (mean n-gain = 0.46) in the medium category. The results of this study conclude that the Blended Web Mobile Learning (BWML) model with the MoLearn application is valid, practical, and effective for improving high school students’ higher order thinking skills.

scholarly journals A Scoping Review on Implementation of I-Think Maps and Its Effects on Higher Order Thinking Skills in Malaysian Schools

2021 ◽  
Vol 17 (2) ◽  
pp. 169
Author(s):  
Lina Mursyidah Hamzah ◽  
Wan Mazwati Wan Yusoff
Keyword(s):  
Scoping Review ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Measurement Scale ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Research Activities ◽  
Teachers And Students ◽  
The Impact

Abstract: Malaysian schools have been implementing i-Think program as a means to develop higher order thinking skills among primary and secondary school students since 2013. Thus, there is a need to assess the implementation of the i-Think program since it was made compulsory almost seven years ago. This paper reports a scoping review of research activities conducted on the implementation of the i-Think program in Malaysian schools to synthesize studies on the implementation of the i-Think program in the classrooms; teachers' and students’ acceptance of the program; examine its impact on HOTS and students’ achievement; and to identify and disseminate the gaps in the works of literature. Forty articles were reviewed and the results indicated that the data on how i-Think programs were implemented in classrooms were so small that no definite conclusions could be made. Results on both students' and teachers’ levels of knowledge on i-Think maps were mixed. Majority of studies showed that i-Think maps significantly enhanced students’ achievement. However, no study measured the impact of i-Think on HOTS despite researchers' claim that i-Think maps had stimulated students’ HOTS. Thus, future studies should focus on showing correlation between i-Think and HOTS by using a validated measurement scale to assess students’ HOTS, development of valid and reliable measurement scale to gather a large pool of data to illustrate more comprehensively the status of i-Think implementation in schools throughout Malaysia, support systems provided to teachers at school and district level, and identifying barriers that hinders teachers from implementing i-Think program. Keywords: HOTS, i-Think Maps, Malaysian schools, Scoping review.

PENGEMBANGAN SOAL HIGHER ORDER THINKING SKILLS SEBAGAI TES DIAGNOSTIK MISKONSEPSI MATEMATIS SISWA SMA

2020 ◽  
Vol 2 (2) ◽  
pp. 176-191
Author(s):  
Benny Anggara
Keyword(s):  
High School ◽  
High School Students ◽  
Research Design ◽  
Mathematics Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Mathematical Misconceptions

The need for developing students' higher order thinking skills is the main indicator in the application of HOTS-based questions in high school mathematics learning. The results of the implementation have not shown satisfactory results. The high level thinking ability of students in Indonesia in Mathematics is still very low. Therefore, a HOTS-based diagnostic test is needed which is able to detect the mathematical misconceptions of high school students as the aim of this study. Based on the research objectives, the method of this study is a qualitative method with research design using the Plomp model research design. The subjects of this study were several students and teachers at a school in Cirebon Regency. The results showed that four HOTS questions could be developed based on three aspects, namely, arithmetic, algebra, and geometry. The problem was developed to detect three forms of misconception, namely, theoretical, classification, and correlational misconceptions. The four questions that have been developed were assessed through the readability test of students and teachers, and CVR and CVI tests were carried out on eight mathematics teachers with valid results. Based on these results it can be concluded that the HOTS questions developed can be implemented for students to detect forms of mathematical misconceptions of high school students. 

Rethinking Bloom's Taxonomy

2015 ◽  
pp. 86-103 ◽  
Author(s):  
Caroline M. Crawford ◽  
Marion S. Smith
Keyword(s):  
Implicit Memory ◽  
Cognitive Vulnerability ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Cognitive Domain ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy ◽  
The Impact ◽  
Different Levels

Implicit cognition is an intriguing area of focus when one considers the impact of implicit memory theories upon each learner's cognitive vulnerability when framed through Bloom's Taxonomy of the Cognitive Domain. Specifically, consider the learner's cognitive understanding and movement from the lower order thinking skills, say from the Knowledge realm and Comprehension realm, towards the higher order thinking skills, Synthesis realm and Evaluation realm, or one of the revised domains to reflect Digital Age expectations. Although much is available on the different levels of cognitive achievement, the “in between” leaps in a learner's ability to work with the information in new and different manners may suggest that the cognitive vulnerability may impact the learner's implicit memory and the learner's movement between different taxonomic levels of informational understanding.

scholarly journals THE DEVELOPMENT OF LEARNING EQUIPMENT USED PBL IN SEQUENCE AND SERIES TO IMPROVE STUDENT’S HOTS

MATHEdunesa ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 69-72
Author(s):  
Cindy Kusumawati
Keyword(s):  
High School Students ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Assessment Sheet ◽  
Survey Results ◽  
Senior High School Students

Abstract This research is based on the lack of students' ability to answer the Higher Order Thinking Skills (HOTS) questions. This is shown from the survey results of TIMSS in 2015 which stated that Indonesia ranked 45 of 50 countries. Furthermore, the survey results of the PISA in 2015 showed that Indonesia's mathematical competence was 386 points of 600 points with a rating of 64 from 72 countries, therefore, to improving HOTS a Problem Based Learning model is needed (Rahmawati, 2016). The purpose of this study is to describe the process and results of the development of learning equipment used Problem Based Learning model in sequences and series material to improve HOTS of senior high school students. The type of this research is developmental research that uses the Plomp’s Development model which consists of preliminary investigation phase, design phase, realization phase, and test, evaluation and revision phase. The research instrument used was a learning equipment validation sheet, an observation sheet of learning implementation, an assessment sheet, and a student questionnaire response sheet. This learning tools was tested to 32 students of XI MIPA-3 class at SMAN 1 Sidoarjo. The results of these development equipment are categorized very well (which is shown by the an average value of 4.30 for lesson plan, 4.28 for student’s worksheet, 4.25 for assessment sheet range from 5.00), practical (which is shown by the average rating of the validator is a little revision and the implementation of learning in the excellent category with an average of 3.71), and effective (classical succeed is reached, Learning Outcome II is higher than Learning Outcome I, and student scores on HOTS questions number 1 on Test II is higher than score number 1(b) on Test I, and student response is positive). So, the learning equipment used Problem Based Learning model in sequences and series can improve HOTS of Senior High School students. Keywords: Problem Based Learning, Higher Order Thinking Skills

Using the Context of Pempek on the Algebraic Form Operation for Jumping Task

2021 ◽  
Vol 1 (2) ◽  
pp. 1-8
Author(s):  
Azela Fitri ◽  
Ratu Ilma Indra Putri
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Daily Life ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
School Students ◽  
Algebraic Form ◽  
Higher Order Thinking Skills ◽  
Life Context ◽  
The Subject

Jumping task is a part of learning process on LSLC. Moreover, Jumping Task as the central part of teaching that uses Higher Order Thinking Skills (HOTS) and in Indonesia, The 2013 Curriculum emphasizes learning using HOTS, and the daily life context. This research aimed  to find out the characteristic of jumping tasks which valid, practical, and also useful for supporting secondary school students learning algebraic form operation  using PMRI with the context of pempek. The subject of this research was seventh-grade students of secondary school in Palembang. This research uses PMRI as the content materials and contexts. Results of this research are valid ant practical jumping tasks on mathematucs topic algebraic form operation. Moreover, using context of pempek for jumping task, students can learning algebraic form operation.

Sign in / Sign up

Export Citation Format

Share Document