scholarly journals The Implementation of Flipped Classroom Learning Model Using Moodle To Increase Students’ Higher Order Thinking Skills

2018 ◽  
Vol 1 (1) ◽  
pp. 187
Author(s):  
Huzaima Mas'ud ◽  
Herman Dwi Surjono
Keyword(s):  
Flipped Classroom ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Higher Order ◽  
Classroom Learning ◽  
Higher Order Thinking Skills

Flipping and Flexing in Science

2016 ◽  
pp. 281-293
Author(s):  
Labrini Rontogiannis
Keyword(s):  
Flipped Classroom ◽  
School Setting ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
School Science ◽  
Higher Order ◽  
Science Students ◽  
Digital Native ◽  
Higher Order Thinking Skills ◽  
K 12

The Digital Native is experiencing education during a very unique time. Learning with the help of technology, becoming independent and flexible learners, will only build on the skills they need to face a rapidly changing world and truly become architects of their own learning. The i2Flex model (a blended learning model) allows curriculum demands to be met while creating a learning environment whereby Middle School Science students are motivated and become engaged in higher order skills. This chapter will discuss the i2Flex philosophy and how the flipped classroom complements this methodology and allows students to build on higher order thinking skills within a K-12 international school setting.

scholarly journals The relationship between science teachers’ use of the flipped classroom strategy and their attitudes towards developing higher-order thinking skills among upper basic stage students in Hebron: العلاقة بين استخدام معلمي العلوم لاستراتيجية الصف المعكوس واتجاهاتهم نحو تنمية مهارات التفكير العليا لدى طلبة المرحلة الأساسية العليا في محافظة الخليل

2021 ◽  
Vol 5 (39) ◽  
pp. 95-72
Author(s):  
Haneen Mahmoud Taha Bostanje Haneen Mahmoud Taha Bostanje
Keyword(s):  
Science Teachers ◽  
Flipped Classroom ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Basic Stage ◽  
Teaching Thinking ◽  
Teachers Attitudes ◽  
The Relationship

The study aimed to identify the relationship between science teachers' use of the flipped classroom strategy and their attitudes towards developing higher-order thinking skills among students of the higher basic stage in the Hebron governorate. In order to achieve the goal of the study, the researcher followed the descriptive and analytical approach, as she/he conducted a questionnaire to measure the extent to which science teachers use the flipped classroom strategy, and she conducted another questionnaire to measure the attitudes of science teachers towards developing higher-order thinking skills among students of the higher basic stage. Then, the two questionnaire sheets are electronically applied to a random sample of science teachers in the Hebron governorate. The number of the sample is (136) teachers in all directorates of the Hebron governorate. The results have shown that science teachers use the flipped classroom strategy frequently. Moreover, science teachers' attitudes towards developing higher-order thinking skills among students were at a high level, as the field of "critical thinking skills" came in the first place, followed by "problem-solving skills", however, "creative thinking skills" ranked last. Besides, the results have shown a strong correlation between science teachers ’use of the flipped classroom strategy and teachers' attitudes towards developing students' higher-order thinking skills. And, there are statistically significant differences in the science teachers' use of the flipped classroom strategy in teaching students of the higher basic stage in the Hebron governorate as well as in the science teachers' attitudes towards developing higher-order thinking skills among students of the higher basic stage in the Hebron governorate according to the gender variable for females, and according to the directorate variable for the directorate North Hebron. given the findings of the study; The researcher recommended that it is necessary to provide means of support to encourage teachers to employ modern technologies in teaching thinking. It is also necessary to conduct more studies dealing with the relationship between teachers' attitudes towards developing higher thinking skills and employing other teaching strategies and to conduct evaluation studies to examine the effectiveness of flipped learning strategies in teaching thinking.

scholarly journals Higher-order thinking skills among male and female students: An experimental study of the problem-based calculus learning model in secondary schools

2021 ◽  
Vol 14 (2) ◽  
pp. 107-125
Author(s):  
Hasan Djidu ◽  
Jailani Jailani ◽  
Heri Retnawati
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Higher Order ◽  
Female Students ◽  
T Test ◽  
Mean Difference ◽  
Higher Order Thinking Skills ◽  
Male And Female ◽  
Paired Sample

[English]: This study aims to examine the effectiveness of the problem-based calculus learning model (PB-CLM) towards students’ higher-order thinking skills (HOTS). PB-CLM is a modification of problem-based learning’s (PBL) syntax. It was a quasi-experimental with a group pretest-posttest design involving 351 11th-grade students as the population. Seventy-one students of two classes were randomly selected as a sample. Data was collected through pretest and posttest developed from three aspects of HOTS; analysis, evaluation, and synthesis. To determine the effectiveness of PB-CLM, paired sample t-test and independent sample t-test with a significance level of 5% (α = 0.05) were used. The results show that students’ activities during the learning process in PB-CLM has a positive effect on increasing their HOTS (mean difference = 30.141; sig one-tailed = 0.000). Furthermore, there was no significant difference in HOTS among male and female students, both at the pretest and posttest (mean difference = 0.81731; sig.= 0.295). Likewise, the increase in HOTS scores (posttest-pretest) did not differ significantly between gender (mean difference = 0.88141; sig. one-tailed = 0.740). [Bahasa]: Penelitian ini bertujuan untuk menguji keefektifan problem-based calculus learning model (PB-CLM) terhadap higher-order thinking skills (HOTS) siswa. PB-CLM merupakan modifikasi dari sintaks model problem-based learning (PBL). Penelitian ini menggunakan rancangan quasi eksperimen dengan desain one group pretest-posttest yang melibatkan 351 siswa kelas XI sebagai populasi penelitian. Tujuah puluh satu siswa dari 2 kelas dipilih secara acak sebagai sampel. Data penelitian dikumpulkan dengan menggunakan pretest dan posttest yang dikembangkan dari 3 aspek HOTS; analisis, evaluasi, dan sintesis. Untuk mengetahui keefektifan PB-CLM digunakan paired sample t-test dan independent sample t-test dengan taraf signifikansi 5% (α = 0,05). Hasil analisis menunjukkan aktivitas siswa selama pembelajaran dengan PB-CLM efektif dalam meningkatkan HOTS (mean difference = 30,141; sig.one-tailed = 0,000). Lebih lanjut, tidak ditemukan perbedaan yang signifikan antara HOTS siswa laki-laki dan perempuan, baik pada pretest maupun posttest (mean difference = 0,81731; sig.= 0,295). Begitu pula peningkatan skor HOTS (posttest-pretest) juga tidak berbeda signifikan antara siswa laki-laki dan perempuan (mean difference = 0,88141; sig. one-tailed = 0,740).

scholarly journals Blended Learning: The Effect on Higher Order Thinking Skills (HOTS) in Thermodynamics

2020 ◽  
Vol 3 (3) ◽  
pp. 262-271
Author(s):  
Asep Saefullah ◽  
Amalia Fitriyani ◽  
Yayat Ruhiyat ◽  
Diana Ayu Rostikawati
Keyword(s):  
Blended Learning ◽  
Sampling Technique ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Higher Order ◽  
Multiple Choice Questions ◽  
Microsoft Excel ◽  
Higher Order Thinking Skills ◽  
Quasi Experimental

This study aims to determine the effect of the application of the blended learning model to improving higher order thinking skills (HOTS) on thermodynamic material. The research method used in this study is quasi-experimental, while the research design used is Non Equivalent Design. Samples were taken using purposive sampling technique, with class XI MIA 1 as an experimental class and XI MIA 2 as a control class. The instrument used in this study was an HOTS test item in the form of multiple choice questions. Data analysis techniques using SPSS software to test hypotheses, and Microsoft Excel to determine the magnitude of the increase in HOTS. The results of the independent sample t-test showed a significance value (2-tailed) of 0.03. Large increase in the experimental class by 0.50 (50%), and by 0.40 (40%) in the control class. This shows that learning using the blended learning model has a better effect in HOTS than learning without blended learning.

scholarly journals Project-Based Learning Integrated To Stem (Stem-Pjbl) To Enhance Arabic Learning Hots-Based

2020 ◽  
Vol 12 (1) ◽  
pp. 139-150
Author(s):  
Uhame Binti Harun
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Higher Order ◽  
Project Based Learning ◽  
Educational Goals ◽  
Higher Order Thinking Skills ◽  
Collection Data ◽  
Using Data ◽  
And Mathematics

HOTS are the skills needed at this time. STEM-PjBL model is one learning model that can be applied to improve students' higher-order thinking skills. STEM-PjBL is learning that integrates four fields, namely science, technology, engineering, and mathematics, which are project-based learning. Therefore, this learning model encourages students to be active, creative, and innovative in learning, which is in line with the educational goals in Learning Arabic as a foreign language. The research method in this article descriptively is library research. Data obtained from the results of literature studies in the form of books and articles relating to STEM-PjBL using the technique of documentation or searching of library sources for data collection. Data analysis techniques using data triangulation. This study shows that the STEM-PjBL learning model is a learning model that can improve students' higher-order thinking skills (HOTS). Also, learning Arabic can use the STEM-PjBL learning model.

scholarly journals Inquiry-Based Learning Model to Improve Higher Order Thinking Skills

2018 ◽  
Vol 14 (7) ◽  
pp. 39 ◽  
Author(s):  
Makrina Tindangen
Keyword(s):  
Quantitative Research ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Higher Order ◽  
Control Group ◽  
Research Subjects ◽  
Higher Order Thinking Skills ◽  
Inquiry Based Learning ◽  
Scientific Report

This study aims to present ways of implementing inquiry- learning model with the use of scientific reports to improve teachers’ understanding and ability on teaching biology at secondary level. The quantitative research method is quasi-experiment design with pre-test and post-test control group. The research instrument for collecting data of students’ higher order thinking skills is scoring rubrics for assessing abilities on developing and presenting a scientific report. The instruments for assessing teachers’ skills are teacher observation sheets over inquiry-based learning scientific report using an induction method. The research subjects consist of 4 biology teachers and 80 of grade 10 students from Public Secondary School 3 Samarinda.The teachers are all female; while from 80 students, 53 of them are female and the rest 27 are male. The students’ age ranges from 16 to 18 years old. The research lasted for 1 month.Analysis of data uses t test, that if toutcome is higher than ttable, the inquiry-based learning model using scientific reports does affect students’ higher order thinking skills. Data analysis is composed in tabulation format with several graded categories: inadequate, sufficient, good and excellent. The result of the study is that higher order thinking skills of students are increasing in numbers and more equal compared with classes taught by teachers who did not follow the inquiry-based learning model workshop and presentation. The inquiry-based learning model was applied via preparation and presentations of scientific reports after the students carry out practical activities through the guidance of student activity worksheets.

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