scholarly journals Tinjauan Deskriptif Penerapan Higher Order Thinking dan Problem-Based Learning Pada Mata Kuliah Geometri Berdasarkan Kemampuan Matematika Mahasiswa

2018 ◽  
Vol 8 (2) ◽  
pp. 142-156
Author(s):  
Andri Anugrahana
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Two Dimensional ◽  
Problem Solving Skills ◽  
Bloom’S Taxonomy ◽  
High Level

Teaching and learning process in the classroom tends to use the process of memorizing and using the concept in Bloom's taxonomy. This study developed questions that invites students to perform high-level skill process of analyzing, evaluating, and creating, according to Bloom's taxonomy, which are the indicators of HOT (Higher Order Thinking). The HOT process is derived from students experience in learning and the knowledge of each student. This qualitative descriptive research aims to obtain a description of the HOT problem-solving process in the geometry course. Subjects in this study were 50 prospective elementary school teachers. The learning process begins with the students getting the problems given by the teacher, then discussing it in groups, and providing opportunities for students to express opinions or thoughts orally. The data collection was the results of the student's thinking process, problem-solving skills test, and interviews. The data analysis was done by doing data reduction, data presentation, also drawing conclusion and verification. The result showed that students experiencing high level skill process of analyzing, evaluating and creating. In the process of analyzing, the students proved the formula of the area of two-dimensional figures. In evaluating the stages, the students in the group conducted the examination, made guesses, did the experiment, and tested the allegations of what has been done. Furthermore, students were able to create and find various answers in the form of two-dimensional figures.

scholarly journals Analisis Tingkat Kognitif Pretes Fisiologi Kedokteran UNS 2018/2019 Ditinjau dari Ranah Kognitif Taksonomi Bloom Revisi

2019 ◽  
Author(s):  
Febby Gunawan Siswanto
Keyword(s):  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
First Year ◽  
Multiple Choice Questions ◽  
Descriptive Research ◽  
Bloom’S Taxonomy ◽  
Qualitative Descriptive ◽  
High Level

High level of cognitive, as an important part of medical education, can be trained by appropriate higher order thinking exams. A taxonomy called Bloom’s Taxonomy fits to be the standard of creating test for medical student and analyzing cognitive level of medical exams. The purpose of study is to analyze cognitive levels of physiology pretests of first year medicine in Sebelas Maret University 2018/2019. This is a qualitative descriptive research. The data are gained from documentation of six exams and analyzed by Revised Bloom’s Taxonomy. There were 106 multiple choice questions in the pretest (51%=remember; 15%=understand; 12%=apply; 17%=analyze; 3%=evaluate; 2%=create). A half of the questions showed the lowest levels of lower order thinking skills. On the other hand, the highest level of higher order thinking skills’ questions came from package D and E. Therefore, reconstruction of physiology pretest of Medicine Sebelas Maret University 2018/2019 is needed for creating questions that equal to cognitive level’s demand of medical students.

scholarly journals High-Order Thinking Skill in Solving Two-Dimensional Arithmetic Series Based on Bloom's Taxonomy

2020 ◽  
Author(s):  
Zainal Abidin ◽  
Mohammad Tohir
Keyword(s):  
Data Analysis ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Two Dimensional ◽  
Master Program ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy ◽  
Qualitative Descriptive

The research aims to describe the level of higher-order thinking skills ability of students in solving generalization patterns in two-dimensional arithmetic series based on revised Bloom's taxonomy. The research method used is a qualitative descriptive approach. The subjects were students of the Master Program of Mathematics Education at Jember University. The data was collected by giving open problem-solving tasks and documentation studies to students to develop patterns of one-dimensional arithmetic series. Then, students are given the task of solving the next problem to draw up a generalization pattern of two-dimensional arithmetic series. The data analysis technique used is qualitative descriptive data analysis. The results showed that the percentage of higher-order thinking skills aspects included analyze (C4) reached 88.89%, evaluate (C5) reached 83.33%, and create (C6) reached 66.67%. The results of this achievement are influenced by several factors, including accuracy in compiling numbers and expanding existing data, mastery of arithmetic series permutation concepts and their application, the tendency of graduate students to rely on memorization and imitations of existing examples.

scholarly journals ANALYSIS OF HIGHER ORDER THINKING SKILLS (HOTS) IN MATHEMATICAL PROBLEM SOLVING BASED ON REVISED BLOOMS’ TAXONOMY VIEWED FROM GENDER EQUALITY

MaPan ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 315-328
Author(s):  
Ernawati Ernawati ◽  
◽  
Baharullah Baharullah
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
The Subject

This study aims to determine the description of the results of the analysis of higher order thinking skills in mathematics problem solving based on revised Bloom's taxonomy viewed from gender equality. The subject of the research is two students of SMPN 1 Takalar selected using a purposive sampling technique. The type of research used is descriptive research with a qualitative approach. The description was obtained by analyzing the tests of higher order thinking skills in mathematical problem solving. In this study, instruments in the form of questions test higher order thinking skills based on revised Bloom's taxonomy and the interview guideline. Data collection techniques in the form of test, interview, observation, and documentation. The data analysis technique was data reduction, data presentation, and conclusion drawing/verification. The results of the research show that subjects can use their skills even though still not achieved optimally. Both subjects use almost all aspects of thinking skills based on the revised Bloom's taxonomy, either directly or to bridge the subject in constructing the higher order thinking skills. It shows the difference in students' higher order thinking skills from each category, namely the male and female categories.

READING EXERCISES FOR VIII GRADE STUDENTS BASED ON BLOOM’S TAXONOMY

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Intan Permata Sari And Indra Hartoyo
Keyword(s):  
Data Analysis ◽  
Lower Order ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Level Of Education ◽  
Bloom’S Taxonomy

This study is aimed at (1) analyzing reading exercises based Bloom’s taxonomy for VIII grade in English on Sky textbook. (2) Found the distribution of the lower and higher order thinking skill in reading exercises. (3) To reason for level reading exercises. After analyzed the data, the result of the data analysis also infers that the six levels of Bloom’s taxonomy in reading exercises weren’t applied totally. The creating skill doesn’t have distribution in reading exercise, and the understanding – remembering level more dominant than another levels. The distribution of the higher order thinking level was lower than the lower order thinking level and the six levels are not appropriate with the proportion for each level of education based Bloom’s taxonomy, such as the distribution of the creating level in the reading exercise must be a concern because no question that belong to the creating level. It was concluded that reading exercises in English on Sky textbook cannot improve students' critical thinking skills for VIII grade.

scholarly journals Comparison of E-Learning, M-Learning and Game-based Learning in Programming Education – A Gendered Analysis

2020 ◽  
Vol 15 (15) ◽  
pp. 133
Author(s):  
Sohail Iqbal Malik ◽  
Mostafa Al-Emran ◽  
Roy Mathew ◽  
Ragad M Tawafak ◽  
Ghaliya Alfarsi
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Female Students ◽  
Male Students ◽  
Game Based Learning ◽  
Introductory Programming ◽  
Problem Solving Skills ◽  
Programming Education ◽  
E Learning

Learning to code is considered as a difficult and challenging task for a significant number of novice programmers in programming education. Novice programmers have to acquire different skills such as problem solving, program design, comprehension, and debugging at the same time. On the other hand, most introductory programming courses focus more on syntax of the programming language. In this study, we developed and introduced a ‘PROBSOL’ application in three different learning systems (E-learning, M-learning and Game-based learning) to enhance the problem solving skills of novice programmers in an introductory programming (IP) course. A survey was conducted with the IP students to determine their perception about all the three applications in the IP course. Gender differences were determined by comparing both female and male students’ responses for each question in the survey. The results of comparison show that male students were more satisfied with all the three applications compared to female students. Both female and male students perceived that all the three applications are user-friendly, enabled them to accomplish tasks more quickly, and enhanced their learning productivity. Overall, both male and female students appreciated all the three applications in the teaching and learning process of the IP course. This study implies that instructors can also use all the three applications as an additional teaching tool in the teaching and learning process of programming education.

scholarly journals Examining the Reliability of a Culminating Teacher Education Assessment and Discovering Areas for Reform

2014 ◽  
Vol 2 (2) ◽  
pp. 3-18
Author(s):  
Lisa D. Murley ◽  
Rebecca Stobaugh ◽  
Pamela Jukes ◽  
Janet Tassell
Keyword(s):  
Learning Process ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Comprehensive University ◽  
Work Sample ◽  
Education Assessment ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Teacher Work

The purpose of this article is to provide an overview of the process used to examine the inter-rater reliability of the Teacher Work Sample (TWS) Scoring Rubric involved with the senior culminating experience for teacher candidates used at a large comprehensive university.     The study compared holistic and analytic scores reported by Student Teacher Seminar course instructors to those of trained participants to determine the consistency of ratings between the two groups.  The study resulted in several clear areas for revising the TWS for reliability and created a foundation for future revisions.  What may prove to be the most important finding of the study, however, is the need to examine the differences among scoring practices of raters because scoring varies among people.  Common errors include misinterpretation of scoring rubrics, prompts, the teaching and learning process, and even concepts such as revised Bloom’s Taxonomy.  This finding could be generalized to other universities as all education programs utilize scoring prompts and rubrics to measure teacher candidate performance and most all use  revised Bloom’s Taxonomy in the teaching and learning process.

scholarly journals Introducing NFT Model as a pedagogy using Dale’s and Bloom’s Taxonomy: A complementary tool for learning instruction

2020 ◽  
Author(s):  
Nisi Thusi ◽  
King Costa
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Integrated Approach ◽  
Active Role ◽  
Relevant Information ◽  
Assessment Process ◽  
Learning Performance ◽  
Innovative Teaching ◽  
Bloom’S Taxonomy

Advanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. This includes e-learning in addition to the face-to-face teaching that is customarily used in teaching . While teachers are still an authority figure in a student-centered teaching model, they both play an equally active role in the learning process. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. Linguistically diverse, cultural backgrounds and the familiarity with the expected standards have profound effects on teaching methods. Students must frequently engage in collaborative learning activities such as selecting, organizing, locating, synthesizing and using relevant information sources to construct meaning about some particular knowledge. Such activities have been assumed to lead to higher levels of knowledge acquisition and learning. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT. The researcher implemented the NFT pedagogy in an academic setting to non-financial student in a period of 12 months and observed positive results.The researcher anticipates that the findings of this study will contribute to the enhancement of both teaching-learning and assessment process, which hopefully will uplift the learner to learn at a deeper level in a manner that incorporates small-group learning, achieve higher grades, retain information longer, acquire greater communication and teamwork skills, and gain a better understanding of the module.

Peningkatan Cognitive Engagement Siswa dalam Pembelajaran dengan Pendekatan POE (predict-observe-explain) dan Multimedia Interaktif yang Dikembangkan Sendiri

2018 ◽  
Vol 7 (2) ◽  
pp. 21-31
Author(s):  
Ismi Hafsari Idris ◽  
Syamsurizal Syamsurizal ◽  
Damris Muhammad
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Junior High ◽  
Cognitive Engagement ◽  
Higher Order Thinking ◽  
Higher Order ◽  
The Self

Students’ cognitive engagement in teaching and learning process is an important factor for successful learning. Improvement of students’cognitive engagement was investigated through a teaching and learning process using POE (predict-observe-explain) approach and self-developed interactive media. The objective of this study is to improve students’ cognitive engagement in teaching and learning process at junior high school. The development of interactive multimedia uses Animate CC and Four D and its validation were explained. The self-developed interactive multimedia was used with POE approachin teaching and learning process at junior high school. This three steps predict-observe-explain approach is used and students higher order thinking and total participants showing higher order thinking characteritics were analysed. It was found that the self-developed interactive multimedia isto contribute to the students’ active cognitive engagement.

Assessing the Teaching and Learning Process of an Introductory Programming Course With Bloom's Taxonomy and Assurance of Learning (AOL)

2021 ◽  
pp. 1413-1430
Author(s):  
Sohail Iqbal Malik
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Programming Language ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Learning Approach ◽  
Introductory Programming ◽  
Bloom’S Taxonomy ◽  
Assurance Of Learning ◽  
And Performance

Learning to program requires the development of multiple skills including critical thinking, problem-solving, as well as learning the syntax and semantics of the programming language. For novices, to acquire all these skills is considered a challenging and difficult task. They have to focus on both problem-solving strategies and the syntax and semantics of the programming language to acquire these skills. In this study, this article compares the current teaching and learning approach of an introductory programming (IP) course with the six categories of Bloom's taxonomy. The assurance of learning (AOL) process was incorporated in the IP course to assess students' learning outcomes on the basis of achiever (high, medium and low) and performance (very good, good enough and not good enough) categories. The results showed that the current teaching and learning approach of the IP course addressed all the six categories of Bloom's taxonomy. Most of the students (63%) fall under the medium achiever category. Moreover, 50% students learning outcomes come under ‘not good enough' performance category.

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