scholarly journals Tailor Made, Skylarking, and Making in the Humanities

2021 ◽  
Vol Forthcoming ◽  
pp. e2021003
Author(s):  
Dale Tracy
Keyword(s):  
Higher Order Thinking ◽  
Higher Order ◽  
The Body ◽  
Campus Life ◽  
Self Reflection ◽  
Royal Military College ◽  
Cultural Life ◽  
Military College ◽  
The Difference ◽  
Performance Project

Reacting to the symbolic features and historical artefacts that invite institutional self-reflection at the Royal Military College (RMC), I created a performance project leading to two storytelling events. Everyday campus life at RMC already offers opportunities for cultivating a meta-perspective—a higher-order awareness—of the institution, and the storytelling events called attention to such opportunities. I argue that, likewise, art-based projects in the humanities call attention to the creativity—the making—involved in the humanities more broadly. The first storytelling event, Tailor Made (2017), comprised stories focused on the uniform as a model and the body wearing it as an actual bearing out that model. Social and cultural life is made of the difference between models and actuals, and each story engaged the ways that rules, systems, and practices meet with individuals in hurtful, inconvenient, funny or messy ways. The second event, Skylarking (2018), included stories of the institutionally condoned pranks called “skylarks” and coincidentally occurred against the backdrop of a campus-wide punishment that elicited a skylark response. This event and its context showed that marking disruption with more disruption (marking failure with punishment and marking punishment with prank) is a recursion that invites higher-order thinking about existing orders.

scholarly journals Tailor Made, Skylarking, and Making in the Humanities

2021 ◽  
Author(s):  
Dale Tracy
Keyword(s):  
Higher Order Thinking ◽  
Higher Order ◽  
The Body ◽  
Campus Life ◽  
Self Reflection ◽  
Royal Military College ◽  
Cultural Life ◽  
Military College ◽  
The Difference ◽  
Performance Project

Reacting to the symbolic features and historical artefacts that invite institutional self-reflection at the Royal Military College (RMC), I created a performance project leading to two storytelling events. Everyday campus life at RMC already offers opportunities for cultivating a meta-perspective – a higher-order awareness – of the institution, and the storytelling events called attention to such opportunities. I argue that, likewise, art-based projects in the humanities call attention to the creativity – the making – involved in the humanities more broadly. The first storytelling event, Tailor Made (2017), comprised stories focused on the uniform as a model and the body wearing it as an actual bearing out that model. Social and cultural life is made of the difference between models and actuals, and each story engaged the ways in which rules, systems, and practices meet with individuals in hurtful, inconvenient, funny, or messy ways. The second event, Skylarking (2018), included stories of the institutionally condoned pranks called “skylarks” and coincidentally occurred against the backdrop of a campus-wide punishment that elicited a skylark response. This event and its context showed that marking disruption with more disruption (marking failure with punishment and marking punishment with prank) is a recursion that invites higher-order thinking about existing orders.

scholarly journals HOTS (Higher Order Thinking Skill) Based Monopoly Development as Learning Media for Animal and Food Materials

2020 ◽  
Vol 5 (2) ◽  
pp. 83-87
Author(s):  
Rischa Dwi Arianti ◽  
Arfilia Wijayanti ◽  
Filia Prima Artharina
Keyword(s):  
Higher Order Thinking ◽  
Development Stage ◽  
Higher Order ◽  
Research Model ◽  
Thinking Skill ◽  
Food Material ◽  
Implementation Phase ◽  
Class Average ◽  
Evaluation Stage ◽  
The Difference

This research model uses several stages, namely the analysis phase, the design phase, the development stage, the implementation phase, the evaluation stage. The results showed the difference in class average between classes using media and not using monopoly media based on HOTS (Higher Order Thinking Skill). This is evidenced by the results of the t-test in which the number of t arithmetic (3,590)> ttable (1,708). So the result is effectiveness in the use of HOTS (Higher Order Thingking Skill) based animal and food material monopoly in grade IV SD 01 Kalicari.

scholarly journals Improving higher-order thingking skill through POE (Predict, Observe, Explain) and guided discovery learning models

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Witriyani Suryamiati ◽  
Adi Pasah Kahar ◽  
Anandita Eka Setiadi
Keyword(s):  
Experimental Research ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Discovery Learning ◽  
Learning Models ◽  
Guided Discovery ◽  
Higher Order Thinking Skills ◽  
Quasi Experimental ◽  
The Difference

The low level of students’ higher order thinking skills (HOTS) has been the main problem of education in Indonesia. This study aimed to determine the difference of students’ HOTS taught by using POE and Guided Discovery learning models. This quasi-experimental research involved 34 students of X IPA 3 and 32 students of X IPA 4 at SSHS 1 of Sungai Ambawang as the sample. The data obtained by using test which was analyzed using Mann-Whitney U-test. The results showed that the students’ HOTS who were treated with POE were significantly higher than those who were taught using Guided Discovery learning. Therefore, it is suggested to implement POE to improve students’ HOTS.

scholarly journals The Effectiveness of E-Module on Buffer Solutions to Improve Students' Higher-Order Thinking Skills and Self-Regulated Learning

2021 ◽  
Vol 6 (2) ◽  
pp. 254-266
Author(s):  
Alfiyani Lestari ◽  
Sri Atun
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Cycle ◽  
Buffer Solution ◽  
Higher Order Thinking Skills ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Before And After ◽  
The Difference

This study aims to determine the difference between Higher Order Thinking Skills (HOTS) and Students Self Regulated Learning (SRL) before and after using e-module based on the 7E (elicit, engage, explore, explain, elaborate, evaluate, and extend) learning cycle on the buffer solution material, and to determine the percentage of its effectiveness. The research use a quasi experiment with one-group pretest-posttest design. The subjects of this research were students of natural science 11th grade in one of senior high schools in Yogyakarta. The instrument used were test in the form of HOTS pretest-posttest description question and non-test in the form of self-regulated learning questionnaire. The data analysis technique used is Hotteling's T2 test. The results showed that the significance value was 0.000 < = 0.05, then H0 was rejected. There were differences in students' HOTS and SRL before and after using e-module based on the 7E learning cycle. The effectiveness of using e-module show by HOTS and SRL simultaneously (36.8%), HOTS (25.2%), and SRL (20.5%).

scholarly journals Peningkatan Penalaran Penyelesaian Soal Higher Order Thinking dalam Pembelajaran Matematika SMP melalui Model ECGV

2019 ◽  
Vol 6 (1) ◽  
pp. 569-582
Author(s):  
Enung Sumarni ◽  
Theresia Widyantini
Keyword(s):  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Lower Class ◽  
Thinking Skills ◽  
Learning Model ◽  
Higher Order ◽  
Learning Stage ◽  
Class Climate ◽  
The Difference ◽  
Normalized Gain

The aim of this research is: 1) identifying the condition of teaching and learning in the classroom applying ECGV learning model; 2) comparing the improvement of higher order thinking skill when ECGV learning model is applied and without the ECGV learning model; 3) examining the efforts to improve the influencing factors of students’ higher order thinking skills. This study applies quantitative approach with a rationalistic paradigm. At first, this study described the condition of the controlling class, in which students were learning as usual, as well as experimental class carried out applying the ECGV model (Exploration, Conjecture, Generalization, and Verification). Different treatments were applied to the controlling and experimental classes to have the difference in normalized gain values to indicate an improvement of the achievement in this learning stage. The research results indicates that: 1) ECGV model is an effective learning model to improve skills within the learning process as well as students' thinking skills; 2) The ECGV stages should be applied from stages 1 to 4 accordingly, considering some factors that should be the focus for improvement; 3) Learning result indicated by in students' thinking abilities in the lower class increases greater than the higher class; 4) Some determining factors in the improvement of students' reasoning skills are found; class climate (environment, teacher and school), student psychology, and student intellectuals.

scholarly journals Reflective Reasoning in Groups

1995 ◽  
Vol 17 (2) ◽  
Author(s):  
Christina Slade
Keyword(s):  
Higher Order Thinking ◽  
Higher Order ◽  
The Self ◽  
Self Reflection ◽  
Reflective Dialogue ◽  
Meta Level ◽  
Reflective Reasoning

The conception of reflective reasoning, like that of higher order thinking, has been informed by a Cartesian view of the self. Reflection is conceived of as a solipsistic process, in which persons consider their own thoughts in isolation. Higher order thinking has equally been represented as a single thinker considering thoughts at a meta-level. This paper proposes a different conception of reflection and higher order thinking, in which reflective dialogue is seen as the fundamental context in which reflection is possible and higher order thinking engendered. The very process of dialectic defines what it is to be reflective and to think critically. Learning to reflect alone is a consequence of internalising the discourse.

scholarly journals Developing Physics Comprehensive Contextual Teaching Material Based on KKNI in Work and Energy for High School Students

Variabel ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 35
Author(s):  
Fitria Arifiyanti ◽  
Suparno Suparno
Keyword(s):  
High School Students ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Scientific Attitude ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Analysis Technique ◽  
The Difference ◽  
Work And Energy

<em>This research aimed to (1)produce Physics Comprehensive ContextualTeaching Material (PhyCCTM)based on KKNI which feasible in work and energy,(2)know the improvement of student’s higher-order thinking skills (HOTS)by using PhyCCTM based on KKNI in work and energy, (3)know the improvement of student’s scientific attitude by using PhyCCTM based on KKNI in work and energy, (4) know the effectivity of PhyCCTM based on KKNI in work and energy to improve student’s HOTS and scientific attitude. The procedure of development in this research referred to the steps procedural model adapted from Borg &amp; Gall model, which has six steps.</em> <em>Data collection techniques used interviews, written tests, questionnaires, and observations</em><em>. </em><em>Data analysis technique for the improvement in students HOTS and scientific attitude used the gain score to see its effectiveness and MANOVA to see the significance of the difference between the control class and the experimental class.</em> <em>The results of this research were as follows. (1) PhyCCTM based on KKNI can be reasonably used with the category of "Very Good." (2) PhyCCTM based on KKNI can improve student’s higher-order thinking skills. (3) PhyCCTM based on KKNI can improve a student’s scientific attitude. (4) PhyCCTM based on KKNI can improve student’s higher-order thinking skills and scientific attitude.</em>

scholarly journals Perbedaan Higher Order Thinking Skills pada Model Problem Based Learning dan Model Konvensional

2020 ◽  
Vol 5 (2) ◽  
pp. 170
Author(s):  
Rizky Tyas Aria Kurniasari ◽  
Supriyono Koeshandayanto ◽  
Sa’dun Akbar
Keyword(s):  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Group Design ◽  
Post Test ◽  
The Difference ◽  
High Level ◽  
Thematic Learning

<p><strong>Abstract:</strong> Thematic learning carried out in elementary schools has not trained students' high-level thinking skills as a whole due to the use of learning models that tend to be monotonous and make students bored. This study aims to determine the effect of the Problem Based Learning (PBL) model on HOTS (Higher Order Thinking Skillls). The research method used is quantitative experiments with the design of nonequivalent group design. The results showed that the teacher's implementation was sufficient in accordance with the syntax of the PBL learning model so that it could influence HOTS students. The difference in HOTS scores between the two classes is indicated by the average post-test scores. The use of PBL models should be implemented for students to be able to train HOTS students.</p><strong>Abstrak:</strong><em> </em>Pembelajaran tematik yang dilaksanakan di SD belum melatihkan kemampuan berpikir tingkat tinggi siswa secara keseluruhan dikarenakan penggunaan model pembelajaran yang cenderung monoton dan membuat siswa jenuh. Penelitian ini bertujuan untuk mengetahui pengaruh model <em>Problem Based Learning </em>terhadap <em>Higher Order Thinking Skillls</em>. Metode penelitian yang digunakan yaitu kuantitatif eksperimen dengan desain <em>nonequivalent group design. </em>Hasil penelitian menunjukan bahwa keterlaksanaan guru sudah cukup sesuai dengan sintaks model pembelajaran <em>PBL</em> sehingga dapat berpengaruh terhadap HOTS siswa. Perbedaan skor HOTS antara dua kelas ditunjukkan oleh rata-rata nilai <em>post-test</em>. Penggunaan model PBL hendaknya dapat diimplementasikan kepada siswa agar dapat melatih HOTS siswa.

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