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 Analisis Soal Penilaian Akhir Semester Mata Pelajaran Matematika Berdasarkan Level Berpikir

2019 ◽  
Vol 3 (1) ◽  
pp. 55
Author(s):  
Wulan Izzatul Himmah
Keyword(s):  
Junior High School ◽  
Lower Order ◽  
Higher Order Thinking ◽  
Document Analysis ◽  
Descriptive Study ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
School Year ◽  
Level Of Thinking

Tujuan penelitian ini adalah mendeskripsikan soal berdasarkan level berpikir, yakni dengan mengelompokkan soal berdasarkan level Lower Order Thinking Skills (LOTS), Middle Order Thinking Skills (MOTS), atau Higher Order Thinking Skills (HOTS) serta mengelompokkan soal berdasarkan jenis stimulus yang digunakan sebagai dasar pertanyaan. Penelitian ini merupakan penelitian deskriptif jenis analisis dokumen. Dokumen yang dianalisis pada penelitian ini adalah dokumen soal Penilaian Akhir Semester Genap pada mata pelajaran matematika kelas VIII di tingkat SMP salah satu sekolah di Kota Semarang tahun pelajaran 2017/2018. Hasil penelitian menunjukkan bahwa lebih dari tiga perempat dari keseluruhan soal berada pada kategori Middle Order Thinking Skills (MOTS), kurang dari seperempat dari keseluruhan soal merupakan soal Higher Order Thinking Skills (HOTS), dan terdapat satu soal yang merupakan soal Lower Order Thinking Skills (LOTS). Soal kategori Higher Order Thinking Skills (HOTS) paling banyak ditemukan pada materi bangun ruang sisi datar, sedangkan pada materi peluang belum ada soal yang memenuhi kriteria Higher Order Thinking Skills (HOTS). Jenis stimulus yang terdapat pada soal adalah gambar, daftar kata, penggalan kasus, tabel, dan diagram dimana penggalan kasus merupakan stimulus yang paling banyak ditemukan, yakni hampir sepertiga dari keseluruhan soal. Kata kunci: penilaian akhir semester, level berpikir, stimulus.   ABSTRACT This research aims to describe the question based on the level of thinking, namely by grouping questions based on the level of Lower Order Thinking Skills (LOTS), Middle Order Thinking Skills (MOTS), or Higher Order Thinking Skills (HOTS) and grouping questions based on the type of stimulus used as a basis question. This research is a descriptive study of the type of document analysis. The documents analyzed in this study are documents about the Final Semester Evaluation on the eighth grade mathematics subjects in one of the Semarang Junior High School in school year 2017/2018. The results showed that more than three-quarters of all questions were in the Middle Order Thinking Skills (MOTS) category, less than a quarter of all questions were Higher Order Thinking Skills (HOTS), and there was one problem which was a matter of Lower Order Thinking Skills (LOTS). The problem with the category of Higher Order Thinking Skills (HOTS) is found mostly on 3-D shape with flat faces materials, while in the probalility materials, there is no problem that meets the criteria of Higher Order Thinking Skills (HOTS). The types of stimulus found in the problem are pictures, word lists, fragments of cases, tables, and diagrams where the fragment of the case is the most common stimulus, that is, almost one third of the questions. Keywords: final semester assessment, thinking level, stimulus.

scholarly journals Evaluating Cognitive Level of Final Semester Examination Questions Based on Bloom’s Revised Taxonomy

2021 ◽  
Vol 13 (1) ◽  
pp. 186-195
Author(s):  
Pirman Ginting ◽  
Yenni Hasnah ◽  
Selamat Husni Hasibuan ◽  
Ismail Hanif Batubara
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Writing System ◽  
Cognitive Level ◽  
Higher Order Thinking Skills ◽  
Revised Bloom's Taxonomy ◽  
Cognitive Levels ◽  
Taxonomic Framework ◽  
Level Of Thinking

This paper addresses the question of how cognitive levels covering high, middle, and low order thinking skills are delineated in the questions seen from Bloom’s revised taxonomic framework and stimulus. To answer this question, the final-term examination questions from five faculty courses were analyzed through document analysis. The documented examination questions are categorized and reviewed based on cognitive levels referring to revised Bloom’s taxonomy. The questions are also construed based on the stimulus in each question. The results report that the cognitive level of tests is not wholly based on higher-order thinking skills. Of the five courses, only one follows the higher-order thinking skills-based question-writing system, and none of the items refers to middle-order thinking skills. Thus, the cognitive level on the test instruments has not led to an increase in thinking skills or is still at a low level of thinking.

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 Improving Students’ Higher Order Thinking Skills through Portfolio Assessment on Biology Curriculum and Textbook Analysis Course

2017 ◽  
Vol 1 (1) ◽  
pp. 22-33
Author(s):  
Yosi Laila Rahmi ◽  
Heffi Alberida
Keyword(s):  
Prospective Teachers ◽  
Portfolio Assessment ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
High Order ◽  
Central Position ◽  
Higher Order Thinking Skills ◽  
The Times ◽  
High Order Thinking

Curriculum occupies a central position in education. Curriculum changes guided by the times and technology. The main problems of implementation of curriculum change is to change the mindset of teachers. Prospective teachers should have high order thinking skills to face the times and technology. One of efforts could be made a lecturer for conditioning of learning to be able to develop higher order thinking skills of students by using the right assessment. One assessment that play a role in increasing the skills of thinking is portfolio assessment. This study aims to describe the increase in high order thinking skills of students applying portfolio assessment. This research is a classroom action research conducted on students who take courses in curriculum and biology textbook in biology Faculty UNP in the July to December semester of 2017. The results showed an increase in high order thinking skills of students using portfolio assessment.

scholarly journals The use of the L1 in a CLIL lesson in Secondary Education in Galicia

2020 ◽  
Vol 32 ◽  
pp. 183-193
Author(s):  
María Bobadilla-Pérez ◽  
Noelia Galán-Rodríguez
Keyword(s):  
Secondary Education ◽  
Lower Order ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Code Switching ◽  
Higher Order Thinking Skills ◽  
La Red ◽  
Educación Primaria

En las últimas décadas se han tomado muchas medidas para promocionar el plurilingüismo en Galicia. Una de las iniciativas más extendidas llevada a cabo en esta comunidad autónoma es la creación de las secciones bilingües y la red de instituciones educativas plurilingües desde 2010 en Educación Infantil, Educación Primaria y Secundaria. Como elemento unificador, estas secciones siguen la metodología AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras): una materia no lingüística se enseña en una lengua extranjera. Sin embargo, la lengua de instrucción (L2) es la única utilizada en estas clases; la lengua materna (L1) está a veces presente en AICLE. A pesar de la idea equivocada de que utilizar la L1 en la clase de lengua extranjera sería contraproducente, estudios han demostrado que AICLE se puede beneficiar de una cierta coexistencia de ambas lenguas (Méndez García & Pavón Vázquez, 2012). Contraria a la idea de que el uso de la L1 se debe a un dominio pobre de la lengua, la aparición de ambas lenguas en el habla de los alumnos y del profesor AICLE apuntanun conocimiento más profundo de ambas lenguas. En nuestro debate sobre este tema, nos referiremos al concepto de ‘translanguaging’, que puede ser útil para entender el uso de diferentes lenguas en las secciones AICLE gallegas. Por lo tanto, este estudio trata de analizar el uso de la L1 (castellano-gallego) y la L2 como práctica de code-switching en un contexto educativo de secundaria AICLE. Dentro del marco teórico, se considerará la taxonomía de Bloom de HOTS (Higher Order Thinking Skills) y LOTS (Lower Order Thinking Skills) (Bloom, 1956) para evaluar el tipo de producciones orales y como el code-switching está influenciado por dichas habilidades de pensamiento.

scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN FLIPPED CLASSROOM DENGAN TAKSONOMI BLOOM PADA MATA KULIAH SISTEM POLITIK INDONESIA

2019 ◽  
Vol 7 (2) ◽  
pp. 104
Author(s):  
Ratna Farida ◽  
Amru Alba ◽  
Rudi Kurniawan ◽  
Zamzami Zainuddin
Keyword(s):  
Lower Order ◽  
Flipped Classroom ◽  
Methodological Approach ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Independent Learning ◽  
Class Discussion ◽  
Higher Order Thinking Skills ◽  
Research Technology

Traditional learning instruction puts students in a passive learning role such as listening to lectures in the classroom. One of the contemporary innovative instructional approaches is the "flipped classroom", which employs pre-class video-recorded lectures and critical in-class discussion. This instruction leads students to remember and understand the pre-class content or access videos before attending the class. In this study, we proposed the flipped learning model design in which relevant to the Indonesian Political Systems course. This preliminary study employed Research-Based Design as a methodological approach in collecting rigorous information from two experts in the field of educational technology and pedagogy. The study was conducted within several phases, namely: planning, designing, formative evaluation, revision, redesign, and summative evaluation. The finding of this study reveals that two activities are recommended to be applied for students before class (lower-order thinking skills)and the other four activities are practiced in the classroom (higher-order thinking skills). This study can be summarized that the employment of flipped-class instruction may potentially lead to independent learning and critical thinking skills. Besides, this study also becomes a recommendation for the Ministry of Research, Technology, and Higher Education (Ristekdikti) to consider the flipped classroom as a contemporary teaching-learning conception in Indonesia. AbstrakPembelajaran dengan metode konvensional seperti mendengarkan ceramah di kelas cenderung membuat peserta didik menjadi pasif dan akhirnya membuat kegiatan belajar-mengajar menjadi tidak menyenangkan dan membosankan. Salah satu model pembelajaran inovatif terbaru berbasis video pembelajaran dan diyakini dapat menjadi solusi untuk masalah ini adalah flipped classroom. Model pembelajaran ini akan menuntun peserta didik untuk belajar secara mandiri melalui video pembelajaran sebelum datang ke kelas, sedangkan kegiatan di kelas lebih difokuskan pada aktivitas diskusi dan tanya-jawab. Oleh karena demikian, penelitian ini bertujuan untuk mendesain model pembelajaran flipped classroom atau kelas terbalik untuk diterapkan pada sebuah perguruan tinggi dengan mata kuliah Sistem Politik Indonesia. Studi sederhana ini menggunakan pendekatan Desain Berbasis Penelitian (Design-Based Research). Penelitian ini dilakukan dalam beberapa tahap, yaitu: perencanaan, perancangan, evaluasi formatif, revisi, desain ulang, dan evaluasi sumatif oleh dua orang pakar. Hasil dari penelitian ini menunjukkan bahwa model pembelajaran flipped classroom bisa diimplementasikan dalam enam tahapan kegiatan; dua kegiatan sebelum datang ke kelas (lower-order thinking skills) dan empat kegiatan di dalam kelas (higher-order thinking skills). Dari hasil penelitian ini, dapat disimpulkan bahwa model pembelajaran inovatif flipped classroom berpotensi untuk diterapkan dalam kegiatan belajar-mengajar di perguruan tinggi, bertujuan untuk membangun budaya belajar mandiri dan berfikir kritis mahasiswa. Studi ini juga diharapkan bisa menjadi masukan bagi Kementerian Riset, Teknologi, dan Pendidikan Tinggi (Ristekdikti) atau pembuat kebijakan untuk merekomendasikan flipped classroom sebagai model pembelajaran kontemporer pada institusi pendidikan tinggi Indonesia.

scholarly journals Analisis soal penilaian akhir semester mata pelajaran matematika smp berdasarkan level berpikir

2019 ◽  
Vol 5 (2) ◽  
pp. 53-63
Author(s):  
Attin Warmi ◽  
Alpha Galih Adirakasiswi ◽  
Adi Ihsan Imami
Keyword(s):  
Lower Order ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Thinking Skill ◽  
Higher Order Thinking Skills ◽  
Low Order

Pembelajaran dan penilaian pembelajaran berbasis kemampuan berpikir tingkat tinggi (Higher Order Thinking Skills / HOTS) atau berpikir kritis selalu direkomendasikan dalam proses pembelajaran yang bermutu. Tujuan dari penelitiam ini yaitu untuk mendeskripsikan soal-soal pada penilaian akhir semester berdasarkan level berpikir dan jenis-jenis stimulis yang digunakan.  Pengelompokan pada level berpikir yaitu berdasarkan pada Lower Order Thinking Skills (LOTS), Midle Order Thinking Skills (MOTS), dan Higher Order Thinking Skills (HOTS). Pengelompokan pada jenis stimulus yaitu dilihat dari pertanyaan yang digunakan dalam soal-soal penilaian akhir semester. Penelitian ini merupakan penelitian deskriptif dengan analisis dokumen. Soal-soal yang dianalisis adalah soal-soal matematika kelas VII pada penilaian akhir semester genap tahun pelajaran 2018/2019. Hasil penelitian menunjukkan bahwa hampir setengah dari soal-soal yang di berikan pada Penilaian Akhir Semester ini merupakan soal Higher Order Thinking Skills (HOTS) yaitu 48,57%, sedangkan soal yang tergolong dalam Midle Order Thinking Skills (MOTS) dan Low Order Thinking Skill (LOTS) berturut turut sebesar 31,43% dan 20%. Jenis stimulus yang digunakan dalam soal Penilaian Akhir Semester ini berupa penggalan kasus/situasi masalah, gambar, simbol,daftar kata, diagram dan rumus, tetapi jenis stimulus yang paling banyak ditemukan  dalam Soal Penilaian Akhir Semester ini yaitu penggalan kasus/situasi masalah.  

scholarly journals Analisis Ranah Kognitif Soal Latihan Berdasarkan Taksonomi Bloom Revisi Pada Buku Fisika Kelas X (Studi Pada Buku Karya Ni Ketut Lasmi)

2020 ◽  
Vol 1 (02) ◽  
pp. 115-123
Author(s):  
Erniyanti ◽  
M. Junus ◽  
Muliati Syam
Keyword(s):  
Lower Order ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

Penelitian ini bertujuan untuk menganalisis besar persentase kemunculan ranah kognitif pada soal latihan  berdasarkan   taksonomi   Bloom  Revisi  yang  terdapat  pada  buku pelajaran Fisika kelas X karya Ni Ketut Lasmi khususnya pada materi Vektor, Gerak Lurus dan Gerak Parabola dengan total soal sebanyak 172 butir soal. Jenis penelitian yang digunakan adalah penelitian kualitatif dengan pendekatan deskriptif dengan instrumen penelitian yang digunakan berupa lembar klasifikasi. Hasil penelitian menunjukkan bahwa persentase kemunculan soal yang mengembangkan keterampilan berpikir tingkat rendah (lower order thinking skills) terbilang besar yaitu C1-konseptual 2,9%, C2-konseptual 5,2%, C3-konseptual 0,6%, dan C3-prosedural 66,9%, sedangkan pada  kategori soal yang mengembangkan keterampilan berpikir tingkat tinggi (higher order thinking skills) persentase tertinggi terdapat pada kategori soal C4-prosedural sebesar 23,8% dan untuk C4-konseptual hanya 0,6%. Selain tingkatan soal di atas, maka persentase kemunculan tingkat soal lainnya sebesar 0%. Sehingga, persentase kemunculan soal yang mengembangkan keterampilan tingkat tinggi masih rendah dan masih perlu ditingkatkan.

scholarly journals An Analysis of High Order Thinking Skills Aspects on the Assessment Instruments in Ecosyst Topic for the 10th Grade Senior High School Students

2020 ◽  
Vol 5 (1) ◽  
pp. 62
Author(s):  
Anisha S ◽  
Indra Hartanto ◽  
Yuni Ahda ◽  
Rahmawati Darussyamsu
Keyword(s):  
High School Students ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Cognitive Domain ◽  
Evaluation Instrument ◽  
Cognitive Level ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Biological Learning

This research is an description  research which aims to see the influence of higher order thinking skills in biological learning  at SMAN 1 Nan Sabaris. Higher order thinking skills are essential for student future. The future demands the existence of an evoluation instrument to train student higher order thingking, not only the thinking skill in the lower cognitive domain, but also in a higher domain. One of the efforts to enhance higher order thinking skills is to engage studenta with the question integrade by cognitive C4-C6. The research analysed aspect of higher order thinking in an evaluation instrument. Evaluatio9n instrument used by teachers at schools are still in the C1-C4 cognitive level (C1 17%, C2 35%, C3 26%, C4 22%), the evaluation instrument are not eligible according to the standart applied. The low cognitive level obtained in the evaluation instrument used by the teachers is the reason of the low thinking level of the student.    Higher Order Thinking Skills, Evaluation Instrument

scholarly journals PELATIHAN PENYUSUNAN SOAL HIGHER ORDER THINKING SKILLS (HOTS) DI SMK PEMBANGUNAN DENPASAR

2020 ◽  
Vol 3 (1) ◽  
pp. 65-70
Author(s):  
Ni Putu Meina Ayuningsih ◽  
Ni Made Dwijayani ◽  
Ketut Gus Oka Ciptahadi
Keyword(s):  
Community Service ◽  
Mathematics Teachers ◽  
Lower Order ◽  
Mathematics Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Vocational School ◽  
Higher Order Thinking Skills ◽  
Service Activity

Abstract: The low HOTS (Higher Order Thinking Skills) students based on the results of PISA 2015 in mathematics shows the characteristics of mathematics learning are still familiar with Lower Order Thinking Skills (LOTS) questions. Based on this, HOTS math problems need to be developed at the Vocational high school education level. The difficulty of the teacher in applying HOTS questions is due to the lack of information obtained by the teacher and the lack of sharing activities to compile HOTS questions. The purpose of this community service activity is to provide training for vocational mathematics teachers in making HOTS questions. This community service activity is in the form of training for Mathematics Teachers of Denpasar Development Vocational School and involving all teachers of mathematics subjects. The partner in this dedication activity named I Made Surya Mega Widiastha, S.Pd is one of the mathematics teachers at the Denpasar Development Vocational School. The implementation of community service activities is carried out through three stages, namely planning, implementation, and reflection. Based on the results of the questionnaire given to the partners and to the school, the results of the service have been able to run well.            Keywords: Dedication, Mathematics, Training, Hots  Abstrak: Rendahnya HOTS (Higher Order Thinking Skills) siswa berdasarkan hasil PISA 2015 dalam matematika  menunjukkan karakteristik pembelajaran matematika masih terbiasa dengan soal-soal Lower Order Thinking Skills (LOTS). Berdasarkan hal tersebut, perlu dikembangkan soal matematika HOTS di jenjang pendidikan sekolah menengah Kejuruan. Kesulitan guru dalam menerapkan soal-soal HOTS dikarenakan kurangnya informasi yang diperoleh guru serta minimnya kegiatan sharing untuk menyusun soal HOTS. Tujuan kegiatan pengabdian masyarakat ini untuk memberikan pelatihan bagi guru matematika SMK dalam membuat soal-soal HOTS. Kegiatan pengabdian masyarakat ini berupa pelatihan kepada guru matematika SMK Pembangunan Denpasar dan melibatkan semua guru mata pelajaran matematika. Mitra pada kegiatan pengabdian ini bernama I Made Surya Mega Widiastha, S.Pd merupakan salah satu guru matematika di SMK Pembangunan Denpasar. Pelaksanaan kegiatan pengabdian masyarakat ini dilakukan melalui tiga tahapan, yaitu perencanaan, implementasi, dan refleksi. Berdasarkan hasil kuisioner yang diberikan kepada pihak mitra maupun ke pihak sekolah diperoleh hasil pengabdian sudah dapat berjalan dengan baik. Kata kunci: Pengabdian, Matematika, Pelatihan, Hots

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