Effectiveness of Integration of Learning Strategies and Higher-Order Thinking Skills for Generating Ideas among Technical Students

2019 ◽  
Vol 11 (3) ◽  
Author(s):  
Yee Mei Heong ◽  
◽  
Kong Hie Ping ◽  
Jailani Md Yunos ◽  
Widad Othman ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Technical Students ◽  
Integration Of Learning

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.

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.

Learning Objects and Generative Learning for Higher Order Thinking

2011 ◽  
pp. 702-722
Author(s):  
Tan Wee Chuen ◽  
Baharuddin Aris ◽  
Mohd Salleh Abu
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Objects ◽  
Higher Order ◽  
Learning System ◽  
Generative Learning ◽  
Web Based ◽  
Higher Order Thinking Skills ◽  
Web Based Learning ◽  
Integration Of Learning

This chapter aims to guide the readers through the design and development of a prototype Web-based learning system based on the integration of learning objects with the principles of generative learning to improve higher order thinking skills. The chapter describes the conceptual model called Generative Learning Object Organizer and Thinking Tasks (GLOOTT) which was used to design and build a technology- supported learning environment. The chapter then describes how the effectiveness of the Web-based learning system was evaluated and reflects on the importance of the findings more generally.

scholarly journals Disparity of Learning Styles and Higher Order Thinking Skills among Technical Students

2015 ◽  
Vol 204 ◽  
pp. 143-152 ◽  
Author(s):  
M.H. Yee ◽  
J. Md. Yunos ◽  
W. Othman ◽  
R. Hassan ◽  
T.K. Tee ◽  
...  
Keyword(s):  
Learning Styles ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Technical Students

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.

scholarly journals Berpikir Reflektif Siswa Kelas V-A MI Tanwirul Fuad Sumberjo dalam Memecahkan Masalah Matematika Materi Pecahan

2021 ◽  
Vol 3 (2) ◽  
pp. 179-194
Author(s):  
Dianis Izztul Yuanita ◽  
Mohamad Muchib Azhari
Keyword(s):  
Data Analysis ◽  
Learning Strategies ◽  
Reflective Thinking ◽  
Mathematical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Study Data ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Deep Meaning

So far, the tendency of mathematics teachers to not optimize students' mathematical thinking skills in learning, especially higher order thinking skills. One of the higher order thinking skills is reflective thinking. Reflective thinking is a directed and precise process in which individuals analyze, evaluate, motivate, gain deep meaning, using appropriate learning strategies. The reflective thinking ability according to Surbeck, Han and Moyer has 3 phases/levels, namely reacting, comparing, and contemplating. The purpose of this study was to describe students' reflective thinking skills in solving math problems with fractions in class V-A MI Tanwirul Fuad Sumberjo. As a source of data taken 6 students from 27 students. In this study data collection techniques used, namely tests, interviews and documentation. The data analysis technique used is qualitative data analysis with data reduction steps, data presentation, and drawing conclusions. Data analysis was carried out by: 1) presenting the data, 2) comparing the test result data with interviews conducted with students, and 3) concluding the data. [Selama ini kecenderungan para guru matematika kurang mengoptimalkan kemampuan berpikir matematika siswa dalam pembelajaran, terutama kemampuan berpikir tingkat tinggi. Salah satu kemampuan berpikir tingkat tinggi adalah berpikir reflektif. Berpikir reflektif adalah proses terarah dan tepat dimana individu menganalisis, mengevaluasi, memotivasi, mendapatkan makna mendalam, menggunakan strategi pembelajaran yang tepat. Kemampuan berpikir reflektif menurut Surbeck, Han dan Moyer memiliki 3 fase/tingkatan yaitu reacting, comparing, dan contemplating. Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan berpikir reflektif siswa dalam memecahkan masalah matematika materi pecahan di kelas V-A MI Tanwirul Fuad Sumberjo. Sebagai sumber data diambil 6 siswa dari 27 siswa. Dalam penelitian ini teknik pengumpulan data yang digunakan, yaitu tes, wawancara dan dokumentasi. Teknik analisis data yang digunakan yaitu analisis data kualitatif dengan langkah-langkah reduksi data, penyajian data, dan penarikan kesimpulan. Analisis data dilakukan dengan cara: 1) menyajikan data, 2) membandingkan data hasil tes dengan wawancara yang dilakukan terhadap siswa, dan 3) menyimpulkan data]

scholarly journals E-Portfolio Reflective Learning Strategies to Enhance Research Skills, Analytical Ability, Creativity and Problem-Solving

2016 ◽  
Vol 12 (10) ◽  
pp. 228 ◽  
Author(s):  
Syamsul Nor Azlan Mohamad ◽  
Mohamed Amin Embi ◽  
Norazah Mohd Nordin
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Reflective Learning ◽  
Research Skills ◽  
Higher Order Thinking Skills ◽  
Education Environment

<p>This paper presents the effect on reflective learning strategies towards the implementation of e-Portfolio to enhance learner higher order thinking skills. The purpose of the study was to examine the learner’s higher order thinking skills that focus on four factors which is research skills, analytical ability, creativity and problem-solving after the implementation of e-Portfolio in their learning. Initially, this paper was conducted a study with a total number of twenty-four students as a small group evaluation. The qualitative analysis was explored four factors which involved (1) research skills (2) analytical ability (3) creativity and (4) problem-solving to investigate the practicality of e-Portfolio in reflecting their learning. The findings were reported that learners reflective learning has a significant effect to create a self-confident, self-directed and retain their motivation at higher level. Reflective learning strategies will enforce the learner in gaining their interest in learning. The integration of e-Portfolio and reflective learning strategies will create an opportunity to enhance higher order thinking skills in teaching and learning for higher education environment.</p>

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