scholarly journals Reflective-Metacognitive Learning (RML) in Achieving Higher Order Thingking Skills (HOTS) of KKNI Curriculum

JURNAL IQRA ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 145-157
Author(s):  
Reksiana Reksiana ◽  
Asep Abdul Aziz ◽  
Ida Putri Rarasati
Keyword(s):  
Descriptive Analysis ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Learning System ◽  
Study Program ◽  
Higher Order Thinking Skills ◽  
Metacognitive Learning ◽  
Context Of Learning

This research based on the problems of the learning system in Indonesia which a national and international scale. At this time learning must be oriented in Industrial Era 4.0 and the educational paradigm must be change in systems thinking to the top level of Bloom revised taxonomy. The researchers analyzed how to apply using Reflective Metacognitive Learning (RML) model and integrated Garrison, Anderson, and Archer model to achieve Higher Order Thinking Skills (HOTS) of KKNI Curriculum at Institut Ilmu AL Qur’an Jakarta in Islamic study program. This research based on a qualitative approach with descriptive analysis method. The data was obtained from the fifth semester students of Islamic Education Program of Institut Ilmu Al-Quran (IIQ) Jakarta and from all relevant sources such as interviews, observations, and documentations. The findings showed that the application of the Reflective-Metacognitive Learning (RML) model integrated with the Garrison, Anderson, and Archer model was found in the four critical thinking skills of (IIQ) Jakarta students in learning, for instance: (1) students are quick to respond to events (trigger event), (2) students are more able to explore (exploration) (3) students can integrate knowledge into the context of learning (integration) and (4) then students propose (resolution). It was important that the application of these two models can improve the learning process and level of thinking of Higher Order Thinking Skills (HOTS) metacognitive levels. Keywords: High Order Thinking Skills, HOTS, Reflective-Metacognitive Learning, KKNI Curriculum

scholarly journals Peran Pendidikan Berbasis Higher Order Thinking Skills (Hots) Pada Tingkat Sekolah Menengah Pertama di Era Society 5.0 Sebagai Penentu Kemajuan Bangsa Indonesia

2019 ◽  
Vol 7 (2) ◽  
pp. 137
Author(s):  
Ramadhan Prasetya Wibawa, Dinna Ririn Agustina
Keyword(s):  
Creative Thinking ◽  
Industrial Revolution ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Learning System ◽  
Higher Order Thinking Skills ◽  
Types Of Information ◽  
Quality Learning

<p><em>At the time of the Industrial Revolution now the Indonesian government program for equity, has been re-launched society 5.0. Society 5.0 is an era initiated by the Japanese government with the concept of a human-centered society and technology-based. The current era of global competition requires the existence of quality learning to provide facilities for students in developing skills, skills and abilities as capital to face challenges in global life. Therefore it is necessary to apply the HOTS learning system (Higher Order Thinking Skills. Higher Order Thinking Skills (HOTS) is a process of thinking students in higher cognitive levels developed from various concepts and cognitive methods and taxonomy of learning such as problem solving methods, taxonomy bloom, and taxonomy of learning, teaching, and assessment.The main goal of high order thinking skills is how to improve students 'critical thinking skills at a higher level. The results are by applying HOTS learning (Higher Order Thinking Skills students' ability to think critically at school the middle class is faster in accepting various types of information, creative thinking in solving a problem using the knowledge they have and making decisions in complex situations.</em></p>

Pencapaian HOTS (Higher Order Thinking Skills) Mahasiswa Program Studi Pendidikan Fisika FKIP Universitas Samawa

2018 ◽  
Vol 4 (2) ◽  
pp. 208
Author(s):  
Muhammad Erfan ◽  
Tursina Ratu
Keyword(s):  
Prospective Teachers ◽  
Lower Order ◽  
Physics Education ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Cognitive Domain ◽  
Study Program ◽  
Higher Order Thinking Skills ◽  
Level Of Thinking

Higher Order Thinking Skills (HOTS) are essential skills for prospective teachers in the 21st  century. HOTS in the cognitive domain includes the ability in analyzing (C4), evaluating (C5), and creating (C6). In the process of mastering HOTS, one must know first what level of thinking skills he/she has. Therefore, this study aims to measure the achievement of the cognitive thinking skills of students of the Physics Education Study Program, Faculty of Teacher Training and Education University of Samawa. The measurement used test instrument in the form of essay test, then the results of the thinking skills achievement for each cognitive domain of students divided into three categories (low, medium and high). The result of  the student’s achievement of the cognitive thinking skills  obtained by students were in low category of 55%, the medium category of 11%, and 34% in the high category for mastering lower-order thinking skills (LOTS), while for HOTS, 100% was in low category and it can be concluded that the achievement of students' cognitive thinking skills is still in lower-order thinking skills.

scholarly journals Teachers’ Capacity of Instruction for Developing Higher – Order Thinking Skills for Upper Secondary Students – A Case Study in Teaching Mathematics in Vietnam

2018 ◽  
Vol 10 (1.SP) ◽  
pp. 8
Author(s):  
Ha Thi CAO
Keyword(s):  
Critical Thinking ◽  
Secondary Students ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Social Model ◽  
Higher Order Thinking Skills ◽  
Teaching And Learning Mathematics

In the social model, in order to live and work in a complex and competitive environment of the 21st century, students must be well-equipped with such important skills and qualifications, of which creativity, critical thinking, communication and collaboration skills are very necessary for learners in the future. In this paper, the researcher aims to focus on teachers’ competency of instruction for developing higher-order thinking skills (creativity, critical thinking skills) through teaching and learning Mathematics in Vietnam.

scholarly journals Assimilating Critical Discourse Analysis and Debating Technique to Familiarize Students with the Use of HOTS in the Classroom

2021 ◽  
Vol 5 (2) ◽  
pp. 142-150
Author(s):  
Istiqlaliah Nurul Hidayati ◽  
Abdul Rosyid ◽  
Entis Sutisna
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
English Education ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Daily Basis ◽  
Higher Order ◽  
Critical Discourse ◽  
Study Program ◽  
Higher Order Thinking Skills

Higher Order Thinking Skills (HOTS) are not only criteria of making test items for students, they also have to be implemented in daily basis especially in the teaching and learning process. Students can use the skills when they are familiar with them. In order to make the students familiar with the use of HOTS in the classroom, the researcher assimilates critical discourse analysis (CDA) and debating technique to foster the students’ ability in using their HOT skills. The use of the skills is seen from the activities of analyzing, evaluating, and creating that are done through the implementation of CDA and debate technique. Technology is also used here since the students have to enrich their knowledge on the motion debated by searching some relevant issues online. The sample of the research is 32 students of the fourth semester who are studying speaking skill in the English Education Study Program of Pakuan University. The research shows that the assimilation of CDA and debate technique can make the students familiar with the use of higher order thinking skills which are analyzing, evaluating, and creating. This paper suggests that teachers should use the assimilation to foster students’ use of HOTS.

scholarly journals Effect of Instructions in Course Book Tasks on Promoting Higher-Order Thinking Skills

2021 ◽  
Vol 14 (12) ◽  
pp. 218
Author(s):  
Hanoof Khalid Alshaiji ◽  
Shaima Jamal Al-Saeed
Keyword(s):  
Critical Thinking ◽  
Cognitive Skills ◽  
English Language ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
English Language Teaching ◽  
Educational Systems ◽  
Higher Order Thinking Skills

As stakeholders of educational systems, teachers are urged to participate in social change through the implementation of critical thinking skills into the educational setting. English language teaching has primarily focused on critical thinking, particularly in the recent years. Therefore, teachers are required to examine their teaching materials to ensure that they meet the needs of the 21st century. This study investigates the extent of implemented higher-order thinking skills using revised Bloom&rsquo;s taxonomy. It examines tasks in course books used at the College of Technological Studies at the Public Authority of Applied Education and Training in Kuwait. The course books examined are Tech Talk at the elementary, pre-intermediate, and intermediate levels. The findings of this study prove that most of the tasks in the sample chosen encourage students&rsquo; lower cognitive skills. Therefore, syllabus and material designers and teachers should include tasks that foster higher-order cognitive skills. The results are expected to serve as reference for direct language teachers when planning lessons in their course book adaptation and with curriculum development. &nbsp;

scholarly journals DEVELOPMENT OF HOTS-BASED FUNCTION DERIVATIVE WORKSHEET THROUGH A NETWORK LEARNING SYSTEM SPADA

MaPan ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 320
Author(s):  
Sri Satriani ◽  
Wahyuddin Wahyuddin ◽  
Andi Aliem Syahri
Keyword(s):  
Mathematics Education ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Field Trials ◽  
Higher Order ◽  
Learning System ◽  
Student Response ◽  
Average Score ◽  
Higher Order Thinking Skills

This study aims to develop a valid, effective, and practical HOTS-based worksheet for calculus courses in the Mathematics Education Department. The development of the worksheet is expected to improve critical and creative thinking skills, which is implemented through the Online Learning System (SPADA). This research is development research with the research subject being 27 students of Mathematics Education, Muhammadiyah University of Makassar. The instruments used in this study were instrument validation sheets, test, and student response questionnaires. This worksheet development process is adapted from the model of development of the 4-D models, which consists of define, design, develop, and disseminate. The results of the validation assessment were an average score of 3.61 in the valid categories. The result of the lecturers' practicality at 3.6 with the practical category. Furthermore, the results of the effectiveness assessment through the HOTS test showed that the percentage of classical completeness was 86.7%. The students' responses showed a positive response to this worksheet. The assessment results showed that the average pretest was 46.85, while the postest was 74.81. There is an increase in the average value of higher-order thinking skills from pretest to postest in field trials. So it produces worksheets based on HOTS through SPADA that have met the valid, practical, and effective aspects and can facilitate students in practicing their higher-order thinking skills.

Learning Objects and Generative Learning for Higher Order Thinking

2011 ◽  
pp. 702-722
Author(s):  
Tan Wee Chuen ◽  
Baharuddin Aris ◽  
Mohd Salleh Abu
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Objects ◽  
Higher Order ◽  
Learning System ◽  
Generative Learning ◽  
Web Based ◽  
Higher Order Thinking Skills ◽  
Web Based Learning ◽  
Integration Of Learning

This chapter aims to guide the readers through the design and development of a prototype Web-based learning system based on the integration of learning objects with the principles of generative learning to improve higher order thinking skills. The chapter describes the conceptual model called Generative Learning Object Organizer and Thinking Tasks (GLOOTT) which was used to design and build a technology- supported learning environment. The chapter then describes how the effectiveness of the Web-based learning system was evaluated and reflects on the importance of the findings more generally.

scholarly journals An Evaluation of the Algerian EFL Baccalaureate Exam under the Cognitive Domains of Bloom’s Taxonomy

2021 ◽  
Author(s):  
Fatine Merieme BELARBI ◽  
Abdelkader BENSAFA
Keyword(s):  
Research Question ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
High Stake ◽  
Higher Order Thinking Skills ◽  
Cognitive Domains ◽  
Bloom’S Taxonomy

The Algerian English foreign language (EFL) baccalaureate is a high stake exam that assesses both students’ learning and their critical thinking skills. Thus, devising appropriate and effective exam questions may be a problematic issue for tests designers. Under the requirements of the current Algerian English curriculum, the exam questions must cover the lower and higher-order thinking skills of Bloom’s taxonomy. On this basis, this research paper seeks to investigate the effectiveness of the EFL baccalaureate exam papers, and aims to answer the research question: ‘To what extent does the Algerian EFL Baccalaureate exam paper cover the lower and higher-order thinking skills of Bloom’s taxonomy?’ This research is a descriptive content analysis; the researcher analyzed the exam questions of the Algerian EFL Baccalaureate under the cognitive domains of Bloom’s taxonomy. This study is significant as it helps tests’ designers to design practical EFL exams that develop students’ thinking skills and language competencies. The findings of this study revealed that the EFL baccalaureate exam does not establish the students’ higher-order thinking skills and does not assess their communicative abilities. Accordingly, some recommendations are suggested to hopefully help test designers to improve the quality of the EFL Baccalaureate questions.

scholarly journals Using the Cognitive Research Trust Scale to Assess the Implementation of the Elements of Higher-Order Thinking Skills in Malay Language Teaching and Learning

2019 ◽  
Vol 8 (2S2) ◽  
pp. 392-398
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Higher Order Thinking Skills ◽  
Cognitive Research ◽  
Trust Scale

The aim of this study is to assess the teaching practices of Malay Language teachers in implementing the elements of higher-order thinking skills in the teaching and learning of Malay Language using the Cognitive Research Trust (CoRT) Scale. Essentially, the scales comprises six devices, namely CoRT 1 (Breadth), CoRT 2 (Organization), CoRT 3 (Interaction), CoRT 4 (Critical Thinking), CoRT 5 (Information and Feeling), and CoRT 6 (Action) that are related to CoRT tests, namely PMI (Plus, Minus, Interesting), CAF (Consider All Factors), C&S (Consequence & Sequel), AGO (Aims, Goal, Objectives), FIP (First, Important, Priorities), APC (Alternatives, Possibilities, Choice), and OPV (Other People’s Views). This study used a qualitative approach using the observation method to elicit data from a study sample consisting of six Malay Language teachers from several schools with as sizeable indigenous or Orang Asli student population in the district of Batang Padang. A descriptive qualitative analysis was conducted to draw pertinent findings of the teachers’ understanding and practices of HOTS. The analysis of the data revealed that the teaching and learning of the subject matter were infused with the elements of HOTS, with the teachers employing a combination of the CoRT devices and thinking techniques. Such an infusion of skills was made evidently clear by students’ answers that demonstrated high critical thinking skills. These findings underscore the importance of using the Cognitive Research Trust Scale to assess the implementation of HOTS in the teaching and learning practice of the Malay Language. In conclusion, the proper and judicious use of CoRT devices and thinking techniques can help students to develop HOTS, which are extremely important to enable them to think and solve problems critically and creatively.

scholarly journals Kemampuan Berpikir Siswa dalam Menyelesaikan Soal HOTs pada Materi Pola dan Barisan Bilangan

2020 ◽  
Vol 4 (2) ◽  
pp. 173
Author(s):  
J. Junaidi ◽  
Yenita Roza ◽  
M. Maimunah
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Test Results ◽  
Higher Order Thinking Skills ◽  
Thinking Ability

Pada abad 21 diperlukan keterampilan berpikir tingkat tinggi (HOTs) yang mencakup kemampuan berpikir kritis dan berpikir kreatif. Tujuan penelitian ini adalah untuk mendeskripsikan kemampuan interpretasi, analisis, inferensi, kelancaran dan orisinalitas siswa dalam menyelesaikan soal pola dan barisan bilangan. Metode yang digunakan dalam penelitian adalah deskriptif kualitatif dan subjek sebanyak 40 siswa yang terdiri 19 siswa SMPN 5 Bantan dan 21 Siswa MTS Al-Huda. Instrumen yang digunakan berupa (1) tes tertulis yang berorientasikan HOTs dan (2) pedoman wawancara.  Hasil tes menunjukkan rata-rata HOTs siswa SMPN 5 Bantan (49,34) dan MTS Al-Huda (45,12) berkategori cukup.  Skor tiap indikator HOTs untuk siswa SMPN 5 Bantan diketahui bahwa interpretasi= 48,68, analisis= 40,13, inferensi= 64,47, kelancaran= 52,68 dan orisinalitas= 40,79 sedangkan untuk siswa MTs Al-Huda adalah interpretasi= 61,18, analisis= 40,79, inferensi= 53,57, kelancaran= 38,16 dan orisinalitas= 45,24. Berdasarkan hasil wawancara juga diketahui bahwa rendahnya HOTs siswa dikarenakan siswa tidak terbiasa dalam menyelesaikan soal HOTs serta tidak tersedianya soal-soal HOTs yang secara khusus mengukur HOTs di sekolah, sehingga diharapkan adanya penelitian lebih lanjut mengenai soal-soal HOTs.Students' Thinking Ability in Solving HOTs Questions on Material Patterns and Rows of NumbersAbstractIn the 21st century, higher order thinking skills (HOTs) are needed which include critical thinking skills and creative thinking. The purpose of this study is to describe the students’ ability of interpretation, analysis, inference, fluency and originality in solving questions about patterns and rows of numbers. The method used in this research is descriptive qualitative and as many as 40 students consisting of 19 students of SMPN 5 Bantan and 21 students of Al-Huda MTS. The instrument used in the form of (1) written tests oriented to HOTs and (2) interview guidelines. The test results showed the average level of SMPN 5 Bantan students’ HOTs (49.34) and MTS Al-Huda (45.12) was categorized as sufficient. The score of each indicator of HOTs for SMPN 5 Bantan students is known that interpretation= 48.68, analysis= 40.13, inference= 64.47, fluency= 52.68 and originality= 40.79 while for MTs Al-Huda students are interpretation= 61.18, analysis= 40.79, inference= 53.57, fluency= 38.16 and originality= 45.24. Based on the interview results it is also known that the low level of students’ HOTs is because students are not accustomed to solving HOTs questions and the unavailability of HOTs questions that specifically measure HOTs in schools, so it is hoped that further research on questions of HOTs.

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