scholarly journals Identifying Higher Order Thinking Activation in English Textbook Mandated in Indonesian Senior High School

2021 ◽  
Vol 11 (1) ◽  
pp. 25
Author(s):  
Misdi Misdi ◽  
Anton Muzaeni Syukur
Keyword(s):  
High School ◽  
Content Analysis ◽  
Lower Order ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Senior High School ◽  
Analysis Method ◽  
Content Analysis Method ◽  
Bloom’S Taxonomy ◽  
Reading Activities

This paper aims at investigating factual phenomenon of higher order thinking as it reflected in the reading activities of “Bahasa Inggris SMA/MA XI”. Using theory of Bloom’s taxonomy, this study used the content analysis method to identify reading features specifically for their essay questions and exercises and tasks of the English textbook. The data of essay reading questions were collected by using coding checklist . Three categories of higher order thinking (analyze, evaluate, and create) are discovered while the distribution of the higher order thinking level is higher than the lower order thinking level. The findings reveals higher order thinking activation and activities in the reading exercises and tasks  is unequal. It do, especially the create skills which pursued lower distribution es not provide treatment properly of the higher order thinking than the analyze skill and the evaluate skill Rather, this makes emphasis on the evaluate skills.

scholarly journals Hots (Higher Order Thinking Skill) in Reading Exercise

2016 ◽  
Vol 3 (1) ◽  
pp. 51-63
Author(s):  
Zaharil Anasy
Keyword(s):  
High School ◽  
Content Analysis ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Data Sources ◽  
Analysis Method ◽  
Thinking Skill ◽  
Content Analysis Method ◽  
Essay Question ◽  
11Th Grade

Abstract The objective of this study is to get empirical evidence of the distribution of the higher order thinking skill based on the revised edition of Bloom’s Taxonomy in the essay question of the reading exercises in “Pathway to English textbook” for the 11th grade of senior high school student.This study uses the content analysis method to identify specified characteristics of the material in the textbook. The data of essay reading questions are collected  by using “Pathway to English textbook” and the analysis card as the data sources and the checklist table. The writer finds that the distribution of the higher order thinking level is lower than the lower order thinking level. The data also shows that the distribution of the higher order thinking skill in the essay reading questions in the Pathway to English textbook is unequal. It doesn’t treat the higher order thinking skill properly, particularly the create skill which doesn’t exist in the essay reading questions. It only gives more emphasis on the analyzed skill by obtaining the highest number among the three skills in the higher order thinking level. Abstrak Tujuan penelitian ini adalah untuk mendapatkan bukti empiris distribusi keterampilan berpikir tingkat tinggi berdasarkan Taksonomi Bloom edisi revisi dalam pertanyaan esai latihan membaca "Pathway to English textbook" untuk siswa SMA kelas 11. Penelitian ini menggunakan metode analisis isi untuk mengidentifikasi karakteristik materi dalam buku teks.. Data pertanyaan membaca.esai dikumpulkan menggunakan "Pathway to English Textbook" dan kartu analisis sebagai sumber data dan tabel ceklis.. Penulis menemukan bahwa distribusi keterampilan berpikir tingkat tinggi lebih rendah dari keterampilan berpikir tingkat rendah. Data juga menunjukkan bahwa distribusi keterampilan berpikir tingkat tinggi dalam pertanyaan esai membaca dalam buku Pathway to English Textbook tidak seimbang. Buku ini tidak memperlakukan keterampilan berpikir tingkat tinggi dengan baik, terutama keterampilan yang tidak ada di pertanyaan membaca esai. Buku ini hanya memberikan penekanan lebih pada keterampilan yang dianalisis dengan mendapatkan jumlah tertinggi di antara tiga keterampilan berpikir tingkat tinggi. How to Cite : Anasy, Z. (2016). Hots (Higher Order Thinking Skill) in Reading Exercise. TARBIYA: Journal Of Education In Muslim Society, 3(1), 51-63. doi:10.15408/tjems.v3i1. 3886. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i1.3886

scholarly journals CONTENT OF WOMEN HISTORY IN THE CURRICULUMOF HISTORY FOR SENIOR HIGH SCHOOL COMPARISON STUDY OF 1994, 2004, AND 2006

2013 ◽  
Vol 14 (1) ◽  
pp. 69
Author(s):  
Budiarti Budiarti ◽  
Giri Rachmawati Fahmi
Keyword(s):  
High School ◽  
Content Analysis ◽  
Senior High School ◽  
The Internet ◽  
Comparison Study ◽  
Political Factor ◽  
Analysis Method ◽  
History Textbook ◽  
Colonial Era ◽  
Content Analysis Method

This paper reviewed the content of women in history in the 1994, 2004 (KBK), and 2006 curriculums. It uses content analysis method. The result of this research shows that the content of women history was not increased and in different in from curriculum to the others. In 1994 Curriculum, women history only focused on the woman organizations in national movement period. In KBK and KTSP, there was women history in Hinduism-Buddhism era, and in the colonial era. In KBK and 2006 curriculums, students could learn more although the material was not as complete as in 1994, but they can learn it from the internet. From the analysis result of the women history narration in history textbook in 1994 Curriculum, KBK, and 2006 curriculums, because of the patriarchy culture and political factor, the writing of women history was androcentric.

scholarly journals The textbook analysis on students’ book of Symphony 1 English course book for Senior High School Grade X viewed from higher order thinking skills

2020 ◽  
Vol 9 (2) ◽  
pp. 97-106
Author(s):  
Riski Norita Sari ◽  
Zulfa Sakhiyya
Keyword(s):  
High School ◽  
Lower Order ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Senior High School ◽  
Critical Thinking Skills ◽  
Higher Order Thinking Skills ◽  
Revised Bloom's Taxonomy ◽  
Cognitive Levels

This study analyzes an English Course textbook entitled Symphony to find out to what extent higher and lower order level thinking is used in the reading tasks. The questions central in this study are:  how the composition and to what extent are reading tasks on the Symphony 1 Course Book for Senior High School contribute to build students’ Higher Order Thinking Skill? This descriptive qualitative research  also adopted  the cognitive process of Revised Bloom’s Taxonomy as the instrument. Cognitive levels used for this research were remembering, understanding, applying, analysing, evaluating and creating. Then, the researcher calculated the percentage and frequencies the cognitive level appearances from the total questions analysed. Then questions indicated of HOTS were analysed again by using instruments from Keshta and Sheif (2013) to know the variety of questions found in the textbook. The results showed that Lower Order Thinking Skills (LOTS) dominate the reading tasks of the textbook. It shows LOTS were found 63% while HOTS 37%. It can be concluded that HOTS dominate the  textbook which discourages students to think critically. Based on the findings, it is recommended that textbook writers need to advance HOTS in order to develop students’ critical thinking skills.  

scholarly journals THINKING ORDER SKILLS OF READING COMPREHENSION QUESTIONS IN ENGLISH TEXTBOOK FOR ELEVENTH GRADE OF SENIOR HIGH SCHOOL BASED OF BLOOM’S TAXONOMY

2018 ◽  
Vol 6 (3) ◽  
Author(s):  
Nurasiah Lubis ◽  
Busmin Gurning ◽  
Masitowarni Siregar
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
English Language ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Senior High School ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy

The objective of this study aimed to analyzing higher order thinking skills of reading comprehension questions in English textbook for eleventh grade of senior high school. It also used qualitative research method for collected, analyzed and classified reading questions based on revised of Bloom’s Taxonomy. The data of this study were taken from reading comprehension questions in Contextual English textbook. The findings showed that the distribution of the higher order thinking skills looks like: the analyze skill obtains 20 out of 155 reading comprehension questions (12.9%) while the evaluate skill only obtains 4 out 155 questions (2.6%) and the create skill obtains 2 out of 155 questions (1.2%). The dominant level of the higher order thinking skills contained in analyze skill (12.9%). These results do not achieve proportion of thinking order skills namely 30% for C1 and C2, 40% for C3 and C4, and 30% for C5 and C6. It shows that the distribution of the higher order thinking skills in the reading comprehension questions in Contextual English textbook is unequal. Key words: English language textbook, reading comprehension questions,revised edition of Bloom’s Taxonomy.

THINKING ORDER SKILLS OF READING COMPREHENSION QUESTIONS IN ENGLISH TEXTBOOK FOR ELEVENTH GRADE OF SENIOR HIGH SCHOOL BASED OF BLOOM’S TAXONOMY

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Nurasiah Lubis And Busmin Gurning
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Senior High School ◽  
Higher Order Thinking Skills ◽  
School Based ◽  
Bloom’S Taxonomy

The objective of this study aimed to analyzing higher order thinking skills of reading comprehension questions in English textbook for eleventh grade of senior high school. It also used qualitative research method for collected, analyzed and classified reading questions based on revised of Bloom’s Taxonomy. The data of this study were taken from reading comprehension questions in Contextual English textbook. The findings showed that the distribution of the higher order thinking skills looks like: the analyze skill obtains 20 out of 155 reading comprehension questions (12.9%) while the evaluate skill only obtains 4 out 155 questions (2.6%) and the create skill obtains 2 out of 155 questions (1.2%). The dominant level of the higher order thinking skills contained in analyze skill (12.9%). These results do not achieve proportion of thinking order skills namely 30% for C1 and C2, 40% for C3 and C4, and 30% for C5 and C6. It shows that the distribution of the higher order thinking skills in the reading comprehension questions in Contextual English textbook is unequal.

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 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 English Standar Kompetensi, Kompetensi Dasar, & Ujian Nasional of SMA in Revised Bloom`s Taxonomy

2017 ◽  
Vol 2 (2) ◽  
pp. 156
Author(s):  
Putri Kamalia Hakim
Keyword(s):  
Content Analysis ◽  
Research Design ◽  
Conceptual Knowledge ◽  
Bloom's Taxonomy ◽  
Factual Knowledge ◽  
Analysis Method ◽  
Test Items ◽  
Revised Bloom's Taxonomy ◽  
Content Analysis Method ◽  
Bloom’S Taxonomy

Abstract: This study was conducted to investigate the coverage of Revised Bloom’s taxonomy in the English Standar Kompetensi (SK), Kompetensi Dasar (KD) and the English test items of Ujian Nasional for SMA. Content analysis method was chosen as the research design for this study. The writer analyzed the data by categorizing the verbs and the nouns of the data in relation to the categories and dimension of Revised Bloom’s Taxonomy. The results of this study revealed that 53% of SKs and KDs cover Understand category and the rest cover Analyze category. All of the SKs and KDs cover conceptual knowledge and other knowledge dimensions are not covered. Moreover, the coverage of Revised Bloom’s Taxonomy in English test items of Ujian Nasional for SMA is not aligned with the coverage of Revised Bloom’s Taxonomy in English SK and KD. The SKs and KDs only cover Remember, Understand, Apply and Analyze categories while the test items were associated with Remember, Understand, Apply, Analyze, and Evaluate categories. More than 90% of English test items of Ujian Nasional for SMA only covered low order of cognitive categories (Remember, Understand, and Apply). Most of the test items covered factual knowledge and the rest of them covered conceptual knowledge and none of them covered procedural and metacognitive knowledge. 

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