scholarly journals The Effectiveness of Contextual-Inquiry Lesson Plan on Higher Order Thinking Skills

2020 ◽  
Author(s):  
Henni Rahayu Siregar ◽  
Hasruddin ◽  
Martina Restuati
Keyword(s):  
Lesson Plan ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Inquiry Lesson

scholarly journals Perangkat pembelajaran matematika bercirikan PBL untuk mengembangkan HOTS siswa SMA

2016 ◽  
Vol 3 (2) ◽  
pp. 189 ◽  
Author(s):  
Edi Susanto ◽  
Heri Retnawati
Keyword(s):  
High School ◽  
Mathematics Teaching ◽  
Lesson Plan ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Senior High School ◽  
Higher Order Thinking Skills ◽  
Assessment Sheet

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika bercirikan problem-based learning (PBL) yang valid, praktis, dan efektif untuk mengembangkan higher order thinking skills (HOTS) siswa SMA kelas X semester 2 berupa: rencana pelaksanaan pembelajaran (RPP) dan lembar kegiatan siswa (LKS) yang dilengkapi instrumen tes hasil belajar. Penelitian pengembangan ini menggunakan model pengembangan 4-D dari Thiagarajan dengan empat tahapan, yaitu: pendefinisian, perancangan, pengembangan, dan penyebaran. Uji coba dilaksanakan dalam tiga tahap, yaitu: uji coba ahli, uji coba terbatas, dan uji coba lapangan. Subjek uji coba dalam penelitian ini adalah guru dan siswa yang dipilih dari dua sekolah. Instrumen yang digunakan terdiri atas lembar validasi, penilaian guru, penilaian siswa, dan instrumen tes hasil belajar. Hasil penelitian menunjukkan bahwa perangkat yang dikembangkan telah memenuhi aspek validitas, kepraktisan, dan keefektifan.(1) Hasil validitas menunjukkan bahwa RPP dan LKS yang dikembangkan pada kategori valid dengan indeks Aiken pada RPP sebesar 0,69 dan LKS sebesar 0,70. (2) Hasil uji coba terbatas menunjukkan perangkat pembelajaran yang dikembangkan pada kategori praktis. (3) Hasil uji coba lapangan menunjukkan perangkat pembelajaran efektif ditinjau dari HOTS siswa dengan persentase ketuntasan secara klasikal subjek uji coba lebih dari 75%.Kata Kunci: pengembangan, perangkat pembelajaran matematika, problem-based learning, higher order thinking skills Mathematics teaching kits based on PBL to develop hots of senior high school students  AbstractThis research is aimed at developing mathematics teaching kit based on problem-based learning which is valid, practical, and effective to develop the higher order thinking of grade X students senior high school in their second semester, which consists of lesson plan and students’ worksheet with test instrument. The research development used the model adapted from 4-D model developed by Thiagarajan with employing steps: defining, planning, developing, and disseminating. The tryout is conducted three steps: expert validation, limited tryout, and field tryout. The tryout subjects were teachers and students from two schools. The instruments used in this research were validation sheet, teacher’s assessment sheet, student’s assessment sheet, and test. The result of the research shows that the developed mathematics teaching kitbased on problem-based learning has met the aspect of validity, practicality, and effectiveness. (1) The result of validation shows that the lesson plan and the students’ worksheet are chategorized as valid with the Aiken analysis showing the index for the lesson plan has achieved 0.69 and the 0.70 for the students’ worksheet. (2) teh result of limited tryout shows that the developed of mathematics teaching kit is practical. (3) the result of field tryout shows that the developed of mathematics teaching is effective interm students’s HOTS with percentage of clasisical mastery subjects reached 75%.Keywords: development, mathematics teaching kit, problem-based learning, higher order thinking skills

scholarly journals Menumbuhkan Keterampilan Berpikir Tingkat Tinggi melalui Open Ended Problem

2019 ◽  
Vol 4 (8) ◽  
pp. 1008
Author(s):  
Apdwi Syaeruldinata ◽  
Abdur Rahman As’ari ◽  
Abadyo Abadyo
Keyword(s):  
Lesson Plan ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Achievement Test ◽  
Higher Order ◽  
Developmental Model ◽  
Teaching Materials ◽  
Higher Order Thinking Skills ◽  
The Mean ◽  
Whole Class

<p class="Abstrak"><strong>Abstract:</strong> This study aimed to describe both process and result of the development of teaching materials used to enhance higher order thinking skills based on open ended problem and its products should be valid, effective and practice. This study adopted a 4D developmental model modified be 3D which comprises three stages: define, design, and develop. The results showed: (1) The teaching materials that have been develop declared valid with the mean score 3,30, lesson plan declared valid with the mean score 3,125, achievement test declared valid with the mean score 3,45, (2) effectiveness characterized by whole class achievement test mean score obtained 78,83, and whole class questionnaire mean score obtained 2,35, (3) practicality of teaching materials characterized by observation sheet mean score for whole observer obtained 3,6, and (4) using open ended problem significantly enhances students higher order thinking skills, as well as students justify effectiveness of several procedure that is followed by appropriate arguments, integrate different characteristic within it’s unity, also think creatively construct the problem themselves.</p><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mendeskripsikan proses dan hasil pengembangan perangkat ajar untuk menumbuhkan keterampilan berpikir tingkat tinggi beracuan <em>open ended problem</em> yang valid, efektif, dan praktis. Penelitian ini merupakan bagian dari penelitian pengembangan menggunakan modifikasi model 4-D (four-D model) menjadi 3-D yang meliputi tahap penetapan (<em>define</em>), perancangan (<em>design</em>), dan pengembangan (<em>develop</em>). Hasil penelitian menunjukkan bahwa: (1) peragkat ajar yang dikembangkan valid dengan skor rerata 3,30 untuk bahan ajar; 3,125 untuk RPP; dan 3,45 untuk lembar tes hasil belajar, (2) perangkat ajar efektif ditandai dengan rerata skor tes hasil belajar seluruh siswa adalah 78,83, dan rerata skor respons keseluruhan siswa adalah 2,35 (3) bahan ajar praktis ditandai dengan rerata skor hasil observasi keterlaksanaan bahan ajar dari seluruh observer adalah 3,6, dan (4) penggunaan <em>open</em> <em>ended problem</em> memberi dampak yang signifikan dalam menumbuhkan keterampilan berpikir tingkat tinggi siswa. Siswa antara lain telah dapat menjustifikasi tingkat efektifitas dari beberapa alternatif prosedur yang ada disertai dengan argumentasi yang sesuai, siswa dapat mengaitkan unsur-unsur yang berlainan dalam sajian masalah dengan satu kesatuan strukturnya yang utuh dan mengorganisasikannya dalam menentukan penyelesaian, serta siswa berpikir kreatif ditandai dengan kemampuan mengonstruksi masalah sekaligus penyelesaiannya sendiri.

scholarly journals Pengembangan perangkat pembelajaran matematika berbasis open-ended approach untuk mengembangkan HOTS siswa SMA

2016 ◽  
Vol 3 (2) ◽  
pp. 209 ◽  
Author(s):  
Ernawati Ernawati
Keyword(s):  
High School ◽  
High School Students ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Teacher Assessment ◽  
School Students ◽  
Higher Order Thinking Skills

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika berupa Rencana Pelaksanaan Pembelajaran (RPP), Petunjuk Kegiatan Siswa (PKS), dan Tes Ketercapaian Kompetensi (TKK) berbasis open-ended approach yang layak dalam mengembangkan keterampilan berpikir tingkat tinggi pada siswa SMA. Penelitian ini merupakan penelitian pengembangan yang terdiri atas 3 tahap utama, yaitu pendahuluan, desain produk, dan pengembangan dan evaluasi. Subjek uji coba penelitian yaitu 105 siswa, seorang guru SMAN 1 Barabai, seorang guru SMAN 2 Barabai, dan seorang guru SMAN 8 Barabai. Instrumen penelitian yang digunakan adalah lembar validasi, lembar penilaian guru, lembar penilaian siswa, lembar observasi keterlaksanaan kegiatan pembelajaran, dan TKK. Penelitian ini menghasilkan perangkat pembelajaran matematika berupa RPP dan PKS dengan kriteria valid, praktis, dan efektif dalam mengembangkan keterampilan berpikir tingkat tinggi pada siswa, serta TKK yang telah memenuhi kriteria valid, praktis, dan reliabel.Kata Kunci: pengembangan, perangkat pembelajaran, keterampilan berpikir tingkat tinggi Math learning software development based open-ended approach to develop HOTS in high school students AbstractThis study aimed to produce a mathematics kitwhich were lesson plan, student activities manual (SAM), and the competency achievement tests (CAT) that was able to develop students higher order thinking skills in senior high school. This research was a development research which consists of 3 main stages, namely preliminary, product desain, development and evaluation. The tryout subjects of research were 105 students, one teacher of SMAN 1 Barabai, one teacher of SMAN 2 Barabai, and one teacher of SMAN 8 Barabai. The research instrument used was a validation sheet, teacher assessment sheet, student assessment sheets, feasibility observation sheets of learning activities, and CAT. This study resulted the mathematics learning kit in the form lesson plan and SAM meets the criteria of validity, practicality, and effectiveness which were able to develop higher order thinking skills, and CAT meets the criteria of validity, practically, and reliable.Keywords: development, learning kit, higher order thinking skills 

scholarly journals The Use of Gallery Walk in Teaching Descriptive Text to Promote Higher Order Thinking Skills for 7th Graders

2019 ◽  
Vol 8 (1) ◽  
pp. 81-89
Author(s):  
Uswatun Khasanah ◽  
Oikurema Purwati ◽  
Ahmad Munir
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Lesson Plan ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Teaching Reading ◽  
Higher Order Thinking Skills ◽  
Practice Teaching

The purpose of this research was to analyze the use of Gallery Walk in teaching reading descriptive text and how it promoted higher order thinking skills for 7th graders. The subject of the research was the teacher of Junior High School in Surabaya. In finding the sample of the research, the participant was the 7th grade students of Junior High School. The data of the research was the teacher and to gain the detail data and information, the researcher gathered the data by using two techniques, they were observation and documentation in four meetings in the classroom. The teacher used Gallery Walk method in teaching descriptive text and to promote the students’ higher order thinking skills the teacher implemented the step of the lesson plan, such as Grouping, distributing material, students’ presentation, sharing knowledge, collective reflection and conclusion.  The result of the data showed that the use of Gallery Walk in teaching reading descriptive text can promote higher order thinking skills of 7th graders, especially in level C3 to C5 (Applying, Analyzing and Evaluating). Connected to the result, the writer suggests teachers to practice teaching using this method to promote students’ higher order thinking skills as mentioned in k13 Curriculum.

scholarly journals Identifying Higher-Order Thinking Skills on Lesson Plan: How Do Teachers Construct the Lesson Plan?

2021 ◽  
Vol 6 (2) ◽  
pp. 277-285
Author(s):  
Sri Haryati ◽  
Eli Trisnowati ◽  
Siswanto Siswanto ◽  
Moch. Malik Al Firdaus
Keyword(s):  
21St Century ◽  
Lesson Plan ◽  
Teaching Experience ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
21St Century Learning ◽  
Higher Order ◽  
Lesson Plans ◽  
Higher Order Thinking Skills ◽  
Years Of Teaching Experience

In line with 21st-Century learning, the 2013 Curriculum highlights the development of critical thinking, problem analysis, problem-solving, decision making, and creating something new. Professional teachers need to facilitate students in developing these abilities. This research describes how the teachers plan the higher-order thinking skills (HOTs). This research is qualitative research with a descriptive design. The respondents were four teachers with 0-40 years of teaching experience. The data were collected qualitatively through documentation and interviews. The results showed that HOTs were not clearly expressed in the teacher's lesson plans at teaching experience levels of 0 to 10 years and 10 years to 20 years. Teachers with 20 to 30 years of teaching experience and 30 to 40 years of experience have expressed HOTs explicitly and completely in all parts of the lesson plan. Teachers have an important role in facilitating higher-order thinking skills that can be seen through the lesson plans. The lesson plan must describe the development of higher-order thinking skills holistically. Teachers need to review each lesson plan to be coherent in every part and relevant to 21st-century learning.

scholarly journals INDONESIAN RURAL EFL TEACHER’S STRATEGY IN TEACHING HIGHER ORDER THINKING SKILLS

2021 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Novita Silta Pasutri ◽  
Bukhori Bukhori ◽  
Helmiati Helmiati
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Lesson Plan ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Objectives ◽  
English Teacher ◽  
Higher Order Thinking Skills

This research aims to explore the rural teacher’s strategy in teaching Higher Order Thinking Skills based on the 2013 curriculum. By using qualitative approach, the researchers collect the data employs non-participant observation in the teaching and learning process, interviewed the English teacher, also documents by collecting the lesson plan made by one of the English teacher in one of Junior High School in Gaung District. The result of this research showed that the teacher used determining learning objectives with the eight characteristics of the lesson plan for 2013 curriculum, teach through questioning with LOTS questions, practice before assessment but it’s not effective, also provide assessment and feedback to develop students’ Higher Order Thinking Skills. The researchers also found that the teacher miss the step of review, refine and improve because she did not collect the students’ feedback. Based on the finding above, the researchers conclude that the teacher has been trying to do the steps to develop the students’ HOTS, but the development of HOTS in the rural area is not reach the expectation of the Higher Order Thinking based on 2013 curriculum.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL GUIDED DISCOVERY BERBASIS KEGIATAN BIOMONITORING PARTISIPATIF UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR TINGKAT TINGGI PADA MATERI PENCEMARAN AIR

2017 ◽  
Vol 4 (2) ◽  
pp. 535
Author(s):  
Mirna Yunik Citriana ◽  
Soetjipto Soetjipto ◽  
Raharjo Raharjo
Keyword(s):  
Water Pollution ◽  
Student Teaching ◽  
Planning Process ◽  
Lesson Plan ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Teaching Materials ◽  
Guided Discovery ◽  
Higher Order Thinking Skills

This research is conducted based on the unavailibility of the planning, process, and evaluation of learning which refers to the higher-order thinking skills as literacy needed to facilitate in twenty-first century science teaching and learning.  The purpose of the research is to develop a model of guided discovery learning through participatory biomonitoring activities to improve students' higher-order thinking skills on water pollution materials. The type of this research is development research which implemented in a grade VII at SMP Negeri 1 Deket Lamongan. The development of learning on package in the research carried out using 4-D model of Thiagarajan, wich consist of stages of development, namely: define, design, develop, without using disseminate stage. The result data from this research are: (1) the valid learning syllabus, lesson plans, student teaching materials, student worksheets, tests and assessment instruments, (2) the legibility of teaching materials and student worksheets show the excellent category, (3) feasibility of lesson plan syntax was considered good and reliable, (4) the understanding of the learning concept has been completed individually, classically, and indicators, (5) higher-order thinking skills of students’ can improved (6) the students’ activity showed successful and reliable, and (7) the students’ response to the learning activities were interested in they  feel something new, easy and interesting in using the model in teaching learning process. Based on the findings of this research it can be concluded that the matterial learning development of guided discovery models through participatory biomonitoring activities has feasibility, practically, and effectiveness of the good category  to use in and it could improve students higher-order thinking skills in the material of water pollution. Penelitian ini dilatarbelakangi belum tersedianya perencanaan, proses, dan evaluasi pembelajaran yang merujuk pada keterampilan berpikir tingkat tinggi sebagai literasi yang perlu dilatihkan dalam kegiatan pembelajaran sains abad dua puluh satu. Tujuan penelitian yaitu mengembangkan perangkat pembelajaran model guided discovery berbasis kegiatan biomonitoring partisipatif untuk meningkatkan keterampilan berpikir tingkat tinggi siswa pada materi pencemaran air. Jenis penelitian adalah penelitian pengembangan yang diimplementasikan di kelas VII di SMPN 1 Deket Lamongan. Pengembangan perangkat pembelajaran dalam penelitian ini menggunakan Model 4-D dari Thiagarajan, yang terdiri dari tahap-tahap: define, design, develop, tanpa menggunakan tahap disseminate. Data hasil penelitian adalah: (1) Silabus Pembelajaran, RPP, Materi Ajar Siswa, LKS, dan Instrumen Penilaian Tes memperoleh kategori valid, (2)  Pemahaman siswa terhadap Materi Ajar Siswa dan LKS menunjukkan kategori sangat baik, (3) keterlaksanaan  sintaks pada RPP dinilai baik dan reliabel, (4) secara individual dan indikator, hasil belajar pemahaman konsep telah tuntas, (5) keterampilan berpikir tingkat tinggi siswa meningkat (6) aktivitas siswa dinyatakan baik dan reliabel, dan (7) respon siswa terhadap komponen-komponen pembelajaran adalah merasa ketertarikan, merasakan kebaharuan, kemudahan dan menyatakan keberminatan terhadap kegiatan pembelajaran.  Berdasarkan temuan pada penelitian ini dapat disimpulkan bahwa pengembangan perangkat pembelajaran model guided discovery berbasis kegiatan biomonitoring partisipatif memiliki kelayakan, kepraktisan, dan efektivitas yang baik sehingga dapat digunakan dan dapat meningkatkan keterampilan berpikir tingkat tinggi siswa pada materi pencemaran air.

scholarly journals DEVELOPING TEACHING MATERIALS USING 5E MODEL OF INSTRUCTION TO INCREASE STUDENTS’ HIGHER ORDER THINKING SKILLS

2017 ◽  
Vol 5 (2) ◽  
pp. 962
Author(s):  
Lilik Mutrofin ◽  
Mohamad Nur ◽  
Leny Yuanita
Keyword(s):  
Undergraduate Students ◽  
Lesson Plan ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
State University ◽  
Teaching Materials ◽  
Higher Order Thinking Skills ◽  
The One ◽  
D Model

The aims of this study were to develop teaching materials using 5E model of instruction to increase students’ higher order thinking skills and to describe their feasibility. The teaching materials (i.e. lesson plan, student worksheet, and higher order thinking skills test) were developed using 4-D model that was proposed by Thiagarajan, Semmel and Semmel. The subject of this study were the developed teaching materials that were tried out to undergraduate students of Biology Department, University of Muhamadiyah Surabaya (UMS) and undergraduate students of Chemistry Department, State University of Surabaya (UNESA). The developmental testing was designed using the one-group pretest and posttest design with three times replication. Additionally, each replication used about 15 undergraduate students. Data were collected using experts’ appraisal, observation, test, and questionnaire and analyzed quantitatively and descriptive qualitatively. The findings of this study indicated that the developed teaching materials were feasible. They were valid according to experts’ appraisal, and they were practice and effective to be implemented in the classroom. Penelitian ini bertujuan untuk mengembangkan bahan ajar menggunakan model pembelajaran 5E untuk meningkatkan keterampilan berfikir tingkat tinggi siswa serta mendeskripsikan kelayakan bahan ajar tersebut. Bahan ajar dalam penelitian ini dikembangkan dengan menggunakan  model 4-D yang diusulkan oleh Thiagarajan, Semmel dan Semmel. Subyek dalam penelitian ini adalah bahan ajar yang telah dikembangkan dan diuji cobakan kepada mahasiswa tahun pertama angkatan 2014 di Jurusan Biologi, Universitas Muhamadiyah Surabaya (UMS) dan di Jurusan Kimia, Universitas Negeri Surabaya (UNESA). Desain penelitian yang digunakan ketika uji coba bahan ajar adalah one-group pretest and posttest dengan replikasi sebanyak tiga kali. Selain itu, untuk setiap replikasi menggunakan sekitar 15 mahasiswa. Data dikumpulkan menggunakan penilaian ahli, observasi, tes, dan kuesioner serta dianalisis secara kuantitatif dan deskriptif kualitatif. Penemuan penelitian ini menunjukkan bahwa bahan ajar yang dikembangkan memenuhi kriteria kelayakan, yaitu valid menurut pendapat para ahli, praktis dan efektif ketika diuji cobakan di dalam kelas.

திருக்குறள் கற்றலின் வழி படிவம் 2 மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்துதல் [THIRUKKURAL KADRALIN VALI PADIVAM 2 MAANAVARKALIN UYARNILAIC SINTANAIT THIRANAI MEEMPADUTTUYAL] (IMPROVING THE LEVEL OF HOTS (HIGHER ORDER THINKING SKILLS) OF FORM 2 STUDENTS BY LEARNING THIRUKKURAL)

2019 ◽  
pp. 96-110
Author(s):  
Renita Prera Winsen
Keyword(s):  
Quantitative Data ◽  
Higher Order Thinking ◽  
Literary Work ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Qualitative And Quantitative ◽  
Revised Bloom's Taxonomy ◽  
Post Test ◽  
Data Collections

பேராக் மாநிலத்தில் தைப்பிங் மாவட்டத்தில் அமைந்துள்ள ஓர் இடைநிலைப்பள்ளியில் திருக்குறள் கற்றலின் வழி படிவம் 2 மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்தும் முயற்சியில் ஆய்வு மேற்கொள்ளப்பட்டது. தேர்ந்தெடுக்கப்பட்ட 10 மாணவர்கள் இந்த ஆய்வில் உட்படுத்தப்பட்டனர். திருக்குறளில் மாணவர்களின் ஆளுமையைக் கண்டறிய அந்த இடைநிலைப்பள்ளியின் தமிழாசிரியரிடம் நேர்காணல் நடத்தப்பட்டது. மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்த படிவம் 1 மற்றும் படிவம் 2-இல் வரையறுக்கப்பட்ட ஆறு திருக்குறள்கள் தேர்தெடுக்கப்பட்டன. தேர்ந்தெடுக்கப்பட்ட திருக்குறள்கள் யாவும் சீரமைக்கப்பட்ட புளூமின் அறிவுசார் முறைப்பாட்டியலின் துணைக்கொண்டு பலதரப்பட கேள்விகள் தயாரிக்கப்பட்டது. ஆறு வாரத் திருக்குறள் வகுப்பிற்குப் பின் இக்கேள்விகள் யாவும் மாணவர்களுக்கு வழங்கப்பட்டன. கேள்விக்கான பதில்களிலிருந்து மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனில் ஏற்பட்ட மாற்றங்கள் கண்டறியப்பட்டது. ஆய்வின் முடிவாக, முறையான திருக்குறள் கற்றலின் வழி மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்த முடியும் என்பது உறுதிச் செய்யப்பட்டது. (This study has been conducted with the purpose of improving the level of HOTS (Higher order thinking skills) of Form 2 students through learning Thirukkural. For this study, the Thirukkural, a well-known literary work of Tamil Language was taken. Thus, this research was carried out in a secondary school which is located at Taiping, Perak. The research was carried out under the design of action research. The sample of this study consisted of ten Form 2 students. Besides that, a teacher also interviewed in order to know the students' personality in learning Thirukkural. In this research, the learning process of Thirukkural approach was implemented for 6 weeks. There are 6 couplets of Thirukkural selected according to the syllabus of Form 1 and Form 2. This six couplets of Thirukkural used to test the level of HOTS. The questions were created based on Thirukkural, according to Revised Bloom's Taxonomy. The data of the study was collected through pre-test, the questions asked in Thirukkural classes and post-test via qualitative and quantitative data collection tools. The findings obtained through qualitative and quantitative data collections showed that the level of HOTS through learning Thirukkural among Form 2 students has improved.)

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