scholarly journals The Effectiveness of the Problem Solving Strategy and the Scientific Approach to Students’ Mathematical Capabilities in High Order Thinking Skills

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Hardi Tambunan
Keyword(s):  
Problem Solving ◽  
Thinking Skills ◽  
High Order ◽  
Scientific Approach ◽  
Problem Solving Strategy ◽  
Solving Strategy ◽  
High Order Thinking

scholarly journals DEVELOPMENT OF LARSON’S PROBLEMS SOLVING PATTERNS WITH "IDEAL" STRATEGIES

2018 ◽  
Vol 5 (1) ◽  
pp. 57
Author(s):  
Junarti Junarti ◽  
Stevanus Budi Waluyo ◽  
Rochmad Rochmad
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
Look Back ◽  
Heuristic Strategy ◽  
Problem Solving Strategy ◽  
Solving Strategy ◽  
High Order Thinking ◽  
Heuristic Problem Solving

Abstract: Mathematical Problem-solving is taught to improve students' high-order thinking skills. A heuristic problem-solving strategy is used to find different Problem-solving. This research is to: 1) describe the student's Problem-solving ability profile in finding the pattern of algebra solving through the "IDEAL" (Identify Define Explore Act Look back) strategy by developing Larson’s Problem-solving pattern, 2) measuring the extent of the pattern can be formed by using " IDEAL". Finding patterns is part of the first heuristic strategy. The research method used a qualitative approach with descriptive analysis. Problems conveyed to students are done in pairs of two people, with the consideration that more discussion opportunities with friends make it possible to get more than five troubleshooting as Larson puts it. The results showed that: 1) profile Problem-solving ability found pattern with "IDEAL" strategy from student got result that from problem given to 20 student group can help solve algebra Problem-solving; 2) there are four kinds of Problem-solving patterns consisting of 3 Larson model Problem-solving patterns and one Problem-solving pattern using geometry sequence pattern.Keyword: Problem-solving Pattern, Heuristic, “IDEAL” StrategyAbstrak: Pemecahan masalah matematika diajarkan untuk meningkatkan kemampuan pemikiran tingkat tinggi mahasiswa.  Strategi pemecahan masalah heuristic digunakan untuk menemukan pemecahan masalah yang berbeda. Penelitian ini untuk: 1) menggambarkan profil kemampuan pemecahan masalah mahasiswa dalam menemukan pola pemecahan aljabar melalui strategi “IDEAL” (Identify Define Explore Act Look back) dengan mengembangkan pola pemecahan masalah Larson, 2) mengukur sejauhmana pola yang dapat dibentuk mahasiswa dengan menggunakan strategi “IDEAL”. Menemukan Pola merupakan bagian dari strategi heuristik yang pertama. Metode penelitiannya menggunakan pendekatan kualitatif dengan  analisis deskriptif. Masalah yang disampaikan kepada mahasiswa dikerjakan secara berpasangan dua orang, dengan pertimbangan bahwa semakin banyak peluang diskusi dengan teman memungkinkan untuk mendapatkan pemecahan masalah lebih dari lima seperti yang disampailan Larson. Hasil penelitian menunjukkan bahwa:  1) profil kemampuan pemecahan masalah menemukan pola dengan strategi “IDEAL” dari  mahasiswa diperoleh hasil bahwa dari masalah yang diberikan kepada 20 kelompok mahasiswa dapat membantu menyelesaikan pemecahan masalah aljabar; 2) terdapat empat macam pola pemecahan masalah yang terdiri dari 3 pola pemecahan masalah model Larson dan satu pola pemecahan masalah dengan menggunakan pola barisan geometri.Kata Kunci: Pola pemecahan masalah, Heuristik, Strategi “IDEAL”

scholarly journals Implementasi Pendekatan Pembelajaran HOTS untuk Meningkatkan Kemampuan Berpikir Kritis Siswa SMP pada Mata Pelajaran Pkn Kelas IX.3

2020 ◽  
Vol 2 (1) ◽  
pp. 207-213
Author(s):  
Winda Harniati
Keyword(s):  
Problem Solving ◽  
Thinking Skills ◽  
High Order ◽  
High Order Thinking

High Order Thinking Skills merupakan suatu proses berpikir siswa dalam level kognitif yang lebih tinggi yang dikembangkan dari berbagai konsep dan metode kognitif dan taksonomi pembelajaran seperti metode problem solving, taksonomi bloom, dan taksonomi pembelajaran, pengajaran, dan penilaian. HOTS merupakan keterampilan berpikir yang erat kaitannya dengan mata pelajaran PKN. PKN dikenal sebagai ilmu yang melatih siswa dengan kemampuan berpikir kritis, logis, analitis, dan sistematis yang merupakan kemampuan HOTS.

scholarly journals PENDEKATAN NEUROSAINS MENINGKATKAN KETRAMPILAN BERPIKIR TINGKAT TINGGI SISWA PENDIDIKAN DASAR DI ABAD 21

2020 ◽  
Vol 8 (1) ◽  
pp. 83
Author(s):  
Rahmi Rivalina
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Thinking Skills ◽  
High Order ◽  
Early Age ◽  
Learning Competencies ◽  
And Function ◽  
Creativity And Innovation ◽  
High Order Thinking

The demands of 21st learning is to enable students use High Order Thinking Skills (HOTS) through    problem solving and critical thinking, communication and collaboration, and creativity and innovation. In its implementation, the teachers are the first persons to earlier master the concept of HOTS supported by understanding Neuroscience. The problem discussed in this review is why the teachers need to implement the neuroscience approach in learning their student and  how the teacher's strategy implements it   so   students  are able to achieve the 21st learning. The objective of this review is to describe: (1) the importance of teachers to comprehend the neuroscience approach in learning, and (2) the strategy of teachers in implementing the neuroscience approach   to achieve the 21st learning.The method used in writing this article is reviewing various documents, both in the form of laws and regulations, the results of research and development as well as studies,   various scientific works that are presented in print/written and networking. The result of the review is that to achieve 21st Century skills and competencies, ideally teachers must understand neuroscience,     such as brain development and function ranging from the early age to adults and student intelligence types, and teacher methods of teaching students. The conclusion of this study states that the achievement of 21st century skills and learning competencies is carried out using the Neuroscience approach as one of the solutions. AbstrakTuntutan pembelajaran abad 21 mengharuskan siswa untuk menggunakan keterampilan berpikir tingkat tinggi (High Order Thinking Skills/HOTS) melalui pemecahan masalah dan berpikir kritis, komunikasi dan kolaborasi, dan kreativitas dan inovasi. Untuk mengimplementasikannya guru terlebih dahulu harus memahami konsep HOTS dibantu dengan pemahaman Ilmu Neurosains. Masalah yang dibahas dalam kajian ini   mengapa guru perlu menerapkan pendekatan neurosains di dalam membelajarkan peserta didiknya dan bagaimana strategi guru menerapkannya sehingga siswa dapat mencapai pembelajaran abad 21. Tujuan penelitian ini adalah untuk  mendeskripsikan: (1) pentingnya guru memahami pendekatan neurosains dalam pembelajaran, dan (2) strategi  guru  menerapkan pendekatan neurosains  untuk  mencapai pembelajaran  abad ke-21. Metode penelitian yang digunakan di dalam penulisan artikel ini adalah mengkaji berbagai dokumen, baik yang berupa perangkat peraturan perundang-undangan, hasil-hasil penelitian dan pengembangan serta kajian, maupun berbagai karya ilmiah yang disajikan secara cetak/tertulis dan jejaring. Untuk memperkaya tulisan ini, penulis juga melakukan wawancara secara terbatas. Hasil kajian mengungkapkan bahwa untuk mencapai kompetensi keterampilan dan kecakapan abad 21,   idealnya guru harus memahami   ilmu neurosains   seperti perkembangan dan fungsi otak mulai dari balita sampai dewasa dan  tipe kecerdasan siswa, dan metode guru membelajarkan  siswa. Kesimpulan kajian ini menyatakan pencapaian kompetensi keterampilan dan kecakapan pembelajaran abad 21 dilakukan dengan pendekatan Neurosains sebagai salah satu solusi.

scholarly journals Pendekatan Neurosains Meningkatkan Keterampilan Berpikir Tingkat Tinggi Guru Pendidikan Dasar

2020 ◽  
Vol 8 (1) ◽  
pp. 83
Author(s):  
Rahmi Rivalina
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Outcomes ◽  
21St Century ◽  
Learning Process ◽  
Thinking Skills ◽  
High Order ◽  
Multiple Intelligence ◽  
Creativity And Innovation ◽  
High Order Thinking

Tuntutan pembelajaran abad 21 mengharuskan siswa untuk menggunakan keterampilan berpikir tingkat tinggi (High Order Thinking Skills/HOTS) melalui pemecahan masalah dan berpikir kritis, komunikasi dan kolaborasi, dan kreativitas dan inovasi. Untuk mengimplementasikannya guru terlebih dahulu harus memahami konsep HOTS karena arsitektur utama dalam mengisi kecerdasan siswa adalah guru. Masalah yang dibahas dalam kajian ini mengapa guru perlu dibekali dengan pendekatan neurosains dalam proses pembelajaran dan bagaimana strategi guru menerapkan pendekatan neurosains dalam pembelajaran sehingga siswa dapat mencapai kompetensi kecakapan abad 21. Tujuan penelitian ini adalah untuk  mendeskripsikan: (1) pentingnya memahami pendekatan neurosains bagi guru dalam proses  pembelajaran, dan (2) strategi  guru  menerapkan pendekatan neurosains  untuk  mencapai kompetensi kecakapan abad ke-21.  Hasil kajian mengungkapkan guru perlu menerapkan pendekatan neurosains dalam pembelajaran untuk membantu guru dalam mencapai kompetensi keterampilan dan kecakapan abad 21 siswa. Strategi guru menerapkan  pendekatan neurosains dengan memahami tahapan perkembangan pusat kecerdasan,  tipe kecerdasan, dan diagram pembelajaran abad 21, yang dituangkan  dalam bentuk rancangan pembelajaran yang efektif dan menyenangkan. Kesimpulan kajian ini menyatakan peningkatan HOTS pada guru akan berdampak pada capaian hasil pembelajaran dan kompetensi siswa abad 21.     AbstrakThe demands of 21st learning is to enable students use High Order Thinking Skills (HOTS) through    problem solving and critical thinking, communication and collaboration, and creativity and innovation. In its implementation, the teachers are the first persons to earlier master the concept of HOTS as the main architecture in creating the intelligence of students is the teacher.The problem discussed in this review is why the  teachers need to be equipped  with neuroscience  approaches in the learning process, how the teacher's strategy implements it   so   students  are able to achieve the 21st learning competency. The objective of this review is to describe: (1) the importance of teachers   to comprehend the neuroscience approach   in learning process, and (2) the strategy of teachers in implementing the neuroscience approach   to achieve the 21st competency.   The results of review revealed   teachers need to apply a neuroscience approach in learning to assist teachers in achieving 21st century students' competencies. The teacher's strategy applies the neuroscience approach by understanding the stages of development of the intelligence, the multiple  intelligence, and the 21st century learning diagram, which is formed  in effective and fun learning designs. The conclusion of this review states that the increase of teachers’ HOTS will have an impact in learning outcomes and 21st century students’ competency.

scholarly journals Analisis Kemampuan Siswa SMA Kabupaten Sumba Barat Daya Menyelesaikan Soal Higher Order Thinking Skills (HOTS) dalam Pembelajaran Matematika

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Edi Wahyudi ◽  
Samuel Rex Making Mulyadi
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
High Order ◽  
Average Score ◽  
Higher Order Thinking Skills ◽  
South West ◽  
High Order Thinking

This research aims to describe the competence of Senior High School students at South West Sumba in doing the high order thinking skills test on math lesson. This research is a survey research with 274 students of eleven SMA/MA in South West Sumba as the samples of research. The instrument used in this research was high order thinking skills test which are divided into 1 analysis test, 1 evaluation test and 1 creating test. The instrument has been tested in terms of construct validation and reliability by doing the instrument testing. The percentage of students who answer correctly on higher order thinking skills at analysis aspect with the ability of problem solving which are understanding the problems, making plans and finding solutions are 85.8%, 68.2% and 65.7%. The percentage of students who answer correctly on evaluation aspect with the ability of problem solving which include understanding the problem, making plans and finding solutions are 61.3%, 13.0% and 24.5%. While the percentage of students who answer correctly on creating aspect with the ability of problem solving that include understanding the problem, making plans and finding solutions are 15.3%, 13.5% and 12%. The average score gained by the students on analysis, evaluation and creating aspect which are converted on score 0-100 are 54, 37 and 34. 

scholarly journals LITERACY COMPETENCE AND HIGH ORDER THINKING SKILLS IN CURRICULUM 2013 IMPLEMENTATION

2019 ◽  
Vol 1 (2) ◽  
pp. 527
Author(s):  
Yuyu Yuliati ◽  
Dudu Suhandi Saputra
Keyword(s):  
Problem Solving ◽  
Human Resources ◽  
Scientific Work ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
High Order ◽  
Higher Order Thinking Skills ◽  
Primary And Secondary Education ◽  
Education Levels ◽  
High Order Thinking

<em>The implementation of the curriculum 2013 at the primary and secondary education levels is carried out in order to equip students with complete competencies to face challenges in the 21st century. Therefore, such conditions become special challenges for teachers to prepare superior human resources through the development of literacy and high order thinking skills. This study provides an overview of the development of literacy competence and high order thinking skills in the curriculum 2013 implementation. The results of the study show that literacy competence and higher order thinking skills are demands of the curriculum 2013 development, in which the development is carried out through a learning process that puts students active in scientific work through problem solving activities and involving students in reading habitual activities through school literacy movements.</em>

scholarly journals The Effect of Problem Solving Model Towards Higher Order Thinking Skills and Students Learning Activities

2020 ◽  
Vol 4 (1) ◽  
pp. 20-28
Author(s):  
Waliyyatu Azzahra ◽  
Heffi Alberida
Keyword(s):  
Problem Solving ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
High Order ◽  
Learning Activities ◽  
Higher Order Thinking Skills ◽  
Average Value ◽  
Problem Solving Model ◽  
High Order Thinking

This study aims to determine the influence of the application of Problem Solving Model towards higher order thinking skills and learning activities of Class X students in SMAN 3 Bukittinggi. This type of research is an experimental study with a Random Design Only Posttest Design Group. The research subjects were 32 students of Class X MIPA 2 SMAN 3 Bukittinggi who were registered in the 2019/2020 school year. The research instrument for obtaining high order thinking skills data is an objective form of question sheet, while the learning activities data obtained through the observation sheet filled by observers. The results showed the average value obtained in the class applied the Problem Solving Model was 76.06. This value is higher when compared to the average value in the control class, which is 66.19. Learning activities of students with the application of the Problem Solving Model, namely for oral activity 73.44%, visual activity 93.76%, and writing activity 96.88%. This percentage is also higher than the control class which has a percentage of 42.19%, 84.38%, and 75%. Based on the results of the study, it can be conclude that the Problem Solving Model has a significant positive effect on the increase in high order thinking skills and learning activities of Class X students of SMAN 3 Bukittinggi. Keywords: Problem Soving, HOTS, Learning Activities

Pendekatan Problem Solving berbantuan Komputer dalam Pembelajaran Matematika

2015 ◽  
Vol 6 (1) ◽  
pp. 33-42
Author(s):  
Laswadi Laswadi
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
High Order ◽  
Computer Assisted ◽  
Quality Of Learning ◽  
Technological Developments ◽  
The Right ◽  
High Order Thinking

Creating effective mathematics learning is a complex and continuous undertaking. Using the right approach of learning and utilizing technological developments is an attempt to improve the quality of learning. This paper examines the problem solving learning computer-assisted and how its potential in developing high-order thinking skills of students. /div

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