scholarly journals Higher Order Thinking Skills to Enhance Millennial Students Through Active Learning Strategies

2018 ◽  
Author(s):  
Ita Romadhoni ◽  
Luthfiyah Nurlaela
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Millennial Students ◽  
Active Learning Strategies

scholarly journals RQA integrated with ADI: Empowering biology students’ ability in posing higher-order thinking skills questions

2019 ◽  
Vol 5 (3) ◽  
Author(s):  
Astuti Muh Amin ◽  
Duran Corebima Aloysius ◽  
Siti Zubaidah ◽  
Susriyati Mahanal
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Biology Education ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Education Students ◽  
Higher Order Thinking Skills ◽  
Biology Students ◽  
South Sulawesi

Questions serve as an element that can be used to access and stimulate students’ thinking ability. This research aimed at analyzing the students’ ability to pose Higher-Order Thinking Skills (HOTS) questions during the learning process. This research was a survey research using a descriptive quantitative approach. The samples used in the research were biology education students of UIN Alauddin Makassar and Universitas Muslim Maros, South Sulawesi with the total of 92 students. The instrument used in this research was an observation sheet of questioning skills for the biology pre-service teachers. The results of this research showed that the implementations of RQA, ADI, and RQA integrated with ADI learning strategies were dominated with HOTS questions, while the learning using the conventional learning strategy was dominated with the Lower-Order Thinking Skills (LOTS) questions. The percentages of the HOTS questions in the learning using RQA, ADI, RQA integrated with ADI, and the conventional learning strategy were 60.53%, 55.71%, 64.91%, and 19.35% respectively.  This finding indicates that the RQA integrated with ADI strategy contributes the significant impact in stimulating students’ ability in posing HOTS questions in the classroom.

scholarly journals Pengembangan Ketrampilan Berpikir Tingkat Tinggi dengan Menggunakan Strategi Metakognitif Model Pembelajaran Problem Based Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 77
Author(s):  
Sucipto Sucipto
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Cognitive Abilities ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Metacognitive Skills ◽  
Higher Order Thinking Skills ◽  
Evaluation Problem

AbstrakSecara umum capaian ketrampilan berpikir tingkat tinggi peserta didik masih rendah dibanding negara lain. Untuk mengembangkan keterampilan berpikir  tingkat  tinggi, pendidik dituntut untuk menciptakan suasana belajar yang  mendukung  dan  menggunakan   strategi pembelajaran. Upaya meningkatkan ketrampilan berpikir peserta didik dapat dilakukan dengan meningkatkan ketrampilan metakognisinya. Ada berbagai jenis strategi metakognitif yang dapat dipilih pendidik, satu diantaranya menggunakan strategi pemecahan masalah (problem solving). Dalam proses pemecahan masalah, individu menggunakan kedua kemampuan kognitif dan keterampilan praktis, yang meliputi kegiatan metakognitif seperti analisis, sintesis dan evaluasi. Pembelajaran  berbasis masalah merupakan pendekatan pembelajaran yang digunakan untuk merangsang berpikir tingkat tinggi siswa dalam situasi yang berorientasi pada masalah yang nyata, termasuk di dalamnya belajar bagaimana belajar. AbstractIn general, higher order thinking skills achievements of learners is still low compared to other countries. To develop higher order thinking skills, educators are required to create a learning atmosphere that supports and use learning strategies. Efforts to improve thinking skills that learners can do to improve metacognitive skills. There are different types of metacognitive strategies that can be selected educators, one of which uses problem solving strategies. In the process of solving problems, individuals using both cognitive abilities and practical skills, which include metacognitive activities such as analysis, synthesis and evaluation. Problem-based learning is an instructional approach used to stimulate students' higher order thinking in situations oriented real problems, including learning how to learn.

Facilitating Reflective Teaching

2009 ◽  
pp. 100-111
Author(s):  
Ed Powell
Keyword(s):  
Active Learning ◽  
Classroom Practices ◽  
Social Process ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Guided Discovery ◽  
Higher Order Thinking Skills ◽  
The United Kingdom ◽  
Development Tool

This account of a research project explores postgraduate in-service teachers’ understanding and facilitation of active learning in primary, secondary and higher education in the United Kingdom. Qualitative data were elicited from six teachers during 2003-2004 using video-stimulated reflective dialogues of classroom practices illustrative of active learning. Outcomes of 18 dialogues have been taped, transcribed and analysed. The dialogues have begun to reveal teachers’ thinking, feelings and actions as facilitators of active learning. Findings, which are presented as case studies, indicate that teachers associate active learning, among other things, with learner autonomy, empowerment, developing higher order thinking skills and cooperative group activities. Increasingly, teachers devolve the locus of control of learning to their learners with appropriate guidance, monitoring and interventions. Classroom practices reflect an emphasis on discourse between learners and with teachers, guided discovery learning and learning as an essentially social process. The evidence suggests that video-stimulated reflective dialogues are an effective method for revealing teachers’ tacit knowledge about their pedagogy. Video-stimulated reflective dialogues emerge as a highly effective professional development tool which can enhance teachers’ career progression as they acquire and apply sophisticated higher order thinking skills in relation to their pedagogies.

scholarly journals Analyzing a Pre-Service EFL Program through the Lenses of the CLIL Approach at the University of Cuenca-Ecuador

2018 ◽  
Vol 11 (1) ◽  
pp. 65-86 ◽  
Author(s):  
Juanita Argudo ◽  
Mónica Abad ◽  
Tammy Fajardo-Dack ◽  
Patricio Cabrera
Keyword(s):  
Learning Strategies ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Three Dimensions ◽  
Integrated Learning ◽  
Writing Assignments ◽  
Higher Order Thinking Skills ◽  
Development Of Language ◽  
The University

The recent application of Content and Language Integrated Learning programs in higher education provides an extensive area for research due to the quick implementation of English as the medium of instruction for university programs, as well as to the need of university students around the world to communicate through English and to try different learning strategies and methodologies than the ones they used to work with. This study aimed to estimate the extent to which the English as a Foreign Language (EFL) program at the University of Cuenca designed for students who wish to become EFL teachers complies with the principles of the Content and Language Integrated Learning approach. The 121 participants of this study were students from the fourth, fifth, and seventh semesters of the program. A general proficiency English test was administered to these students; some writing assignments to evaluate the development of Higher Order Thinking Skills were considered; and a survey to inquire about students’ perceptions on the development of language, content, and Higher Order Thinking Skills in their content subject classes was also applied. The findings revealed that 52% of the students are between A1 and A2 level according to the Common European Framework of Reference for Languages; this means that they do not have the necessary linguistic conditions to take content subjects. It seems that the parameters teachers used to plan their classes do not consider the three dimensions of this approach (content, language, and procedures); therefore, students are not developing these dimensions simultaneously.

scholarly journals The Effect of Implementation of Inquiry-based Learning with Socio-scientific Issues on Students' Higher-Order Thinking Skills

2021 ◽  
Vol 4 (3) ◽  
pp. 210-218
Author(s):  
Sitti Nurul Qamariyah ◽  
Sri Rahayu ◽  
Fauziatul Fajaroh ◽  
Naif Mastoor Alsulami
Keyword(s):  
Learning Strategies ◽  
Effect Size ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Control Group ◽  
Higher Order Thinking Skills ◽  
Inquiry Based Learning ◽  
Significant Difference ◽  
Post Test

This study investigates the effect of inquiry-based learning with socio-scientific issues on students' higher-order thinking skills in the first year based on chemistry topics. This study used a quasi-experiment design as a method. A sample of 96 students in three classes was selected and was divided into two groups. An experimental group used two classes (68 students) that received the instruction by inquiry-based learning with socio-scientific issues, while the control group (28 students) received instruction using verification learning. The data were collected using pretest and post-test. The results were analyzed using SPSS 16.0 for windows software by employing ANOVA and effect size. This study showed that the experimental groups have a higher score in Higher Order Thinking Skills than the control group students, and there was a significant difference between the experimental groups and the control group with a large effect size. Thus, this study concluded that inquiry-based learning with socio-scientific issues helps conduct the classroom's learning strategies to improve students' higher-order thinking skills.

Analisis Komponen Higher Order Thinking Skills Pada Sajian Isi LKS Fisika Kelas X Semester II Di SMAN Se-Sumatera Barat

2021 ◽  
Vol 14 (1) ◽  
pp. 65
Author(s):  
Abdul Azis ◽  
Yenni Darvina ◽  
Gusnedi ◽  
Silvi Yulia Sari
Keyword(s):  
High Schools ◽  
Active Learning ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Public High Schools ◽  
Higher Order Thinking Skills ◽  
West Sumatra ◽  
High Level

One of the essences of curriculum implementation in 2013 is the application of high-level thinking skills-rotating learning ( Higher Order Thingking Sklills,HOTS). HOTS-oriented learning requires students to carry out active learning. Therefore, the teacher must be able to create active learning by presenting one of the teaching materials in the form of Student Worksheets (LKS). The results of observations show that the LKS used in public high schools in North Sumatra is still diverse, starting from the LKS made by the subject teachers and issued by the publisher. All of these LKS have also not been identified whether they already contain HOTS components in them. therefore, a component analysis research was conducted higher Order thinking skills (HOTS) on the material presentation Physics worksheets class X semester II at SMAN throughout West Sumatra.This research is a descriptive study with a qualitative approach. The population of data in this study were all worksheets for high school physics students of class X semester II used by 34 public high schools in West Sumatra. The sample in this study is the highest number of SMA class X semester II physics worksheets used in schools published by three different publishers and two worksheets made by physics subject teachers.The research data were taken using the analysis instrument of LKS offerings and data collection techniques through documentation studies.Based on the research that has been carried out, it is found that the percentage of availability of HOT indicators in the form of decision making, critical thinking and creative thinking in each worksheet is as follows. LKS F X/II RZ-GR percentage of indicator availability LKS / IIX percentage availability of HOTS indicators respectively, namely, 23,34% ; 0,%; 35,52%; 22,88%. LKS D X/II RC-IP, 44,66%;25,74%; 44,42%;40,04%. LKS F X/II BK-VP , 16,86%; 8,58% ; 28,86%; 2,86 %.LKS F X/II G I, 21,66%; 2,86%;35,52%; 5,72% and LKS F X/II GII, 28,31%; 11,44%; 33,3% ;17,16%. From the entire LKS F X/II RC-IP Has the highest percentage indicator. From this data, it can be concluded that the percentage of availability of HOTS indicators in the presentation of the contents of the Class X Semester II Physics Worksheets at Senior High Schools throughout West Sumatra is still low, with the category not yet facilitating.Keywords : Analysis, worksheet, High Order Thinking Skills (HOTS).

scholarly journals Using Active Learning with Smart Board to Enhance Primary School Students' Higher Order Thinking Skills in Data Handling

2020 ◽  
Vol 8 (10) ◽  
pp. 4421-4432
Author(s):  
Abdul Halim Abdullah ◽  
Soh Hon Mun ◽  
Mahani Mokhtar ◽  
Zakiah Mohamad Ashari ◽  
Nurul Farhana Jumaat ◽  
...  
Keyword(s):  
Active Learning ◽  
Primary School ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Data Handling ◽  
Primary School Students ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Smart Board

scholarly journals THE TEACHER AS THE MOST IMPORTANT MOTIVATIONAL FACTOR IN THE EFL CLASSROOM

2018 ◽  
Vol 8 (8) ◽  
pp. 195
Author(s):  
Vesna O. Despotović
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Feedback Form ◽  
Higher Order Thinking Skills ◽  
Self Evaluation

The goal of this paper is to highlight the issue of motivation in foreign language learning and to focus on the links between students’ motivation and the teacher. By involving students, arousing and maintaining students’ interest and providing effective feedback, teachers can build students’ intrinsic motivation which is a key to learning a foreign language. For example, teachers can motivate students by allowing them to choose more frequently. Teachers may employ various strategies in order to create a positive learning atmosphere that enhances students’ self-esteem and motivation such as cooperative learning techniques/activities, higher-order thinking skills or even games. Finally, by developing students’ language learning strategies teachers can build learner autonomy which leads to sustained motivation in learning. To illustrate the above-mentioned points, examples of self-evaluation, use of games, use of higher-order thinking skills, a written feedback form and a marking rubric have been provided.

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