scholarly journals Critical Thinking and Curriculum of English at Higher Secondary School Level in Pakistan

2020 ◽  
Vol V (III) ◽  
pp. 255-262
Author(s):  
Ms Bushra ◽  
Afshan Huma
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
New Technologies ◽  
National Curriculum ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
School Level ◽  
Female Teacher ◽  
Secondary School Level

International competitiveness, new technologies and changing markets resulted in a paradigm shift in education that demanded to enrich students with higher-order thinking skills, especially critical thinking. National Curriculum Pakistan was developed and launched in 2006. The curriculum of English (2006) has been devised to provide opportunities for language development of learners to equip them with the competencies that help to better adapt to knowledge advancement and ever-changing local and global society. To investigate if the intended curriculum of English has the goals of higher-order thinking and the planned curriculum in the form of textbooks, is designed keeping in view the current demands of competitive competencies for what the National curriculum of English was planned, and to assess the teachers' perspectives and perception about critical thinking, the researcher conducted a qualitative study. In one of the districts of Punjab Pakistan, based upon the highest enrollment, four male and four female colleges from each of its four subdivisions were selected. One male and one female teacher from each college volunteered to participate in the study. The three-stage study aimed to analyze the intended and planned curriculum of English at higher secondary school level and then analyze the teacher's perception regarding critical thinking, and the actual classroom practices were observed to review the enacted curriculum.

scholarly journals Characteristics of HOTS Oriented Learning at the Elementary School Level

2020 ◽  
Vol 3 (4) ◽  
pp. 873
Author(s):  
Isti Aulia Maspupah
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Problem Solving ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
School Level ◽  
Transfer Of Knowledge ◽  
Higher Order Thinking Skills

<p><em>Teachers are always required to always update the changes that occur, so that learning is able to prepare students to face the changes that occur. One of the important things that can be done by teachers is to develop HOTS-oriented learning so that students become accustomed to critical thinking so that they are able to develop their creativity. The purpose of this study is to determine the concept of higher order thinking skills, aspects of higher order thinking skills, HOTS-oriented learning characteristics. The results of this study are: Higher order thinking skills are thinking skills that are not just remembering, restating, and also referring without processing, but thinking skills to examine information critically, creatively, and able to solve problems, Skill-oriented learning higher order thinking is learning that involves 3 (three) aspects of higher order thinking skills, namely: transfer of knowledge, critical and creative thinking, and problem solving. The characteristics of HOTS-oriented learning must make students active in thinking.</em></p>

scholarly journals Exploring Teaching Learning Process in Developing Higher Order Thinking Skill (HOTS) to Higher Secondary School (SMA) Students in Pontianak

2019 ◽  
Vol 4 (1) ◽  
pp. 228
Author(s):  
Clarry Sada
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Learning Process ◽  
Current Knowledge ◽  
National Curriculum ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Thinking Skill ◽  
Models Of Teaching ◽  
Teaching Learning

This study focuses on the Teaching Learning (TL) process in developing Higher Order Thinking Skill to SMA Students which is done by the secondary school teachers in Pontianak City. The National Curriculum, namely, Curriculum 2013, well known by its' abbreviation C-13, has got some significant revisions. Among those revisions, the aspect of critical thinking which emphasizes higher order thinking skill (HOTS) became the concern. The curriculum has arranged the procedures and principles of HOTS. As mentioned that the C-13 should be in line with the global competencies, thus, the teachers should understand and implement them in their teaching process. Thus, in this study, the researcher intends to explore the teachers’ knowledge and how the implementation of curriculum 2013 in the teaching-learning process. In exploring these matters, the main instrument used is questionnaires. The questionnaires contained 21 items which were focused on exploring teachers’ current knowledge about curriculum 2013, the implementation of a teaching-learning process and understood the procedures of HOTS. There were 31 English teachers as the subject of this study. The results show that (1) understand vision and mission of C-13 (73%, (2) implementing a process of HOTS (36%), (3) understand characteristics of critical thinking (55%) and (4) understand models of teaching (45%). Thus, the knowledge about C-13 with its principles on HOTS is averagely good.

scholarly journals KETERAMPILAN BERPIKIR KRITIS PADA PERANGKAT DAN HASIL EVALUASI PEMBELAJARAN FONOLOGI

2020 ◽  
Vol 3 (1) ◽  
pp. 51-55
Author(s):  
Nahnu Robid Jiwandono
Keyword(s):  
Critical Thinking ◽  
Focal Point ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
School Level ◽  
Thinking Skill ◽  
Higher Order Thinking Skills ◽  
Evaluation Of Learning

Abstrak: Dewasa ini, critical thinking atau yang lebih dikenal dengan keterampilan berpikir kritis menjadi topik yang sering dibahas karena merupakan kemampuan yang mutlak dimiliki di era milenial ini. Terlebih pada bidang pendidikan, mulai dari tingkat sekolah dasar, sekolah menengah, sampai di tingkat pendidikan tinggi. Pendidikan sudah tidak relevan lagi jika masih mengajarkan anak dengan sistem menghafal materi-materi sehingga pembelajaran hanya fokus pada mengingat saja. Padahal, yang lebih penting adalah peserta didik memahami, menganalisis, mengevaluasi, atau bahkan menciptakan berbagai macam pemecahan masalah dari berbagai masalah yang ada pada materi-materi pembelajaran. Kreativitas merupakan hal yang sangat penting di sini. Melatih anak untuk berpikir kritis terhadap sesuatu dan menawarkan solusi yang masuk akal perlu dijadikan titik fokus pembelajaran bahkan penilaian. Oleh karena itu, mengingat pentingnya keterampilan berpikir kritis ini, peneliti mencoba untuk memaparkan karakteristik keterampilan berpikir kritis pada pembelajaran Mata Kuliah Fonologi yang dilaksanakan oleh mahasiswa semester II. Karakteristik ini meliputi soal yang digunakan dalam evaluasi pembelajaran dan juga hasil evaluasi yang didapatkan. Dengan demikian, diharapkan dapat menghasilkan gambaran keterampilan berpikir kritis pada pengaplikasian pembelajaran di kelas.  Hasil penelitian ini menunjukkan masih rendahnya keterampilan berpikir kritis mahasiswa ketika mengerjakan soal-sal HOTS (Higher Order Thinking Skills). Kata Kunci: berpikir kritis, evaluasi pembelajaran, HOTS   Abstract: Nowadays, critical thinking or better known as critical thinking skills is a topic that is often discussed because it is an absolute ability to have in this millennial era. Especially in the field of education, starting from the elementary school level, secondary school, up to the level of higher education. Education is no longer relevant if it still teaches children with a system of memorizing materials so learning only focuses on remembering it. In fact, what is more important is students understand, analyze, evaluate, or even create various kinds of problem solving from various problems that exist in learning materials. Creativity is very important here. Train children to think critically about something and offer solutions that make sense need to be the focal point of learning and even assessment. Therefore, given the importance of this critical thinking skill, the researcher tries to explain the characteristics of critical thinking skills in the learning of Phonology Courses conducted by the second semester students. These characteristics include the questions used in the evaluation of learning and also the evaluation results obtained. Thus, it is expected to produce a picture of critical thinking skills in the application of learning in the classroom. The results of this study indicate that students' critical thinking skills are still low when working on HOTS (Higher Order Thinking Skills) questions. Keywords: critical thinking, evaluation of learning, HOTS

scholarly journals EVALUATING THE NATIONAL CURRICULUM OF COMPUTER SCIENCE GRADE 6 TO 8 BY USING BLOOM’S TAXONOMY

2019 ◽  
Vol 5 (15) ◽  
pp. 361-369
Author(s):  
Nasreen SAHİTO
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
21St Century ◽  
National Curriculum ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Computer Education ◽  
Higher Order Thinking Skills ◽  
Increasing Trend

Critical thinking, problem solving and logical reasoning are considered as the 21st century learning skills. These higher order thinking skills (HOTS) can only be developed through curriculum and teaching and learning strategies, because it include critical, logical, reflective, metacognitive, and creative thinking. The purpose of this study is to analyze National Curriculum 2006 (Pakistan) of Computer Education in order to observe that how much it is helpful for the development of higher order thinking skills among the students and whether it has focused on merging 21st century interdisciplinary themes with core contents of the subject. The National Curriculum2006 (Pakistan) of Computer Education from grade VI to VIII was analyzed using the revised blooms taxonomy. Out of six levels, upper three levels Analyzing, Evaluating and Creating were considered as HOTS. Frequency and Proportions were calculated for Student Learning Outcomes (SLOs) meeting HOTS criteria. P21 framework was used for checking the contents and SLOs which merging the 21st century interdisciplinary themes in curriculum. Overall only 9% of the SLOs in curriculum met the requirement of HOTS. There was a slightly increasing trend was observed from grade 6 to 8. Grade 6 had 6%, grade 7 had 9% and grade 8 had 11% of HOTS. However overall proportion of SLOs meeting HOTS was low but an increasing trend was observed from grade VI to grade VIII. In order to develop HOTS among the students, there is a need to redesign the curriculum, teachers should be trained accordingly and assessment standards should also be meeting with curriculum needs. It will help in the re-designing of National Curriculum for Computer Education Grade VI-VIII. This study can be expended to analyze the National Curriculum for other subjects. Keywords Higher Order Thinking Skills, Curriculum, SLOs, 21st century skills, Critical Thinking

scholarly journals PENGEMBANGAN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) TAHAP AWAL PEMBELAJARAN BAHASA JEPANG BERBASIS STANDAR PROSES KURIKULUM 2013 REVISI UNTUK SEKOLAH DASAR DI BALI

2020 ◽  
Vol 6 (2) ◽  
pp. 164
Author(s):  
Ni Nengah Sukni ◽  
Desak Made Sri Mardani ◽  
I Wayan Sadyana
Keyword(s):  
Critical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

Penelitian ini bertujuan untuk mengembangkan rencana pelaksanaan pembelajaran (RPP) tahap awal bahasa Jepang berbasis standar proses Kurikulum 2013 Revisi yang sesuai untuk SD di Bali. Penelitian ini menggunakan model pengembangan four-D dari Thiagarajan yang dimodifikasi agar sesuai dengan pengembangan RPP. Model pengembangan four-D dalam penelitian hanya dilakukan 3 tahap yaitu define, design, dan develop. Sedangkan tahap disseminate tidak dilakukan karena keterbatasan waktu. Subjek dalam penelitian ini adalah guru pengajar bahasa Jepang di SD. Data dikumpulkan menggunakan angket yang kemudian dianalisis secara deskriptif kualitatif. Hasil dari penelitian ini adalah (1) RPP ini terdiri dari bab 1 sampai bab 15 (2) dalam RPP memuat keterampilan 4C (Communication, Collaboration, Critical Thinking, dan Creativity), HOTS (Higher Order Thinking Skills), PPK (Penguatan Pendidikan Karakter), dan literasi, (3) kegiatan dalam RPP memuat banyak permainan, (4) berdasarkan uji ahli dan uji coba menunjukkan hasil sangat layak.

scholarly journals ANALISIS MATERI POKOK BAHASA INDONESIA PADA BUKU TEMATIK KELAS III MI/SD REVISI 2018

2020 ◽  
Vol 12 (2) ◽  
pp. 91-100
Author(s):  
Umi Salma Fauziyah
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Bahasa Indonesia

Penelitian ini bertujuan untuk mengetahui relevansi dari materi bahasa Indonesia pada buku tematik kelas 3 revisi 2018 dengan beberapa aspek yaitu ruang lingkup materi berdasarkan Permendikbud No 21 tahun 2016; HOTS (Higher Order Thinking Skills); 4Cs (creative thinking, critical thinking, communication, collaboration); literasi membaca-menulis; literasi digital. Metode penelitian yang digunakan adalah kualitatif dengan jenis analisis wacana pada materi bahasa Indonesia di buku tematik kelas 3 revisi 2018. Hasil penelitian menunjukkan adanya relevansi antara materi bahasa Indonesia pada buku tematik kelas 3 revisi 2018 dengan aspek yang sudah disebutkan dengan hasil 46% materi sudah disajikan, keterampilan HOTS tidak imbang karena mayoritas critical thinking yaitu 66,7% dan decision making tidak ada, keterampilan 4Cs sudah merata meski critical thinking lebih banyak yaitu 40,5%, literasi membaca persentasenya 78,9% dan literasi menulis 21,1%, literasi digital dibahas pada satu bagian tersendiri yaitu pada tema 7 subtema 3 meskipun materinya masih tahap pengenalan. Secara keseluruhan materi bahasa Indonesia pada buku tematik kelas 3 sudah cukup relevan dengan aspek-aspek yang berkaitan meski ada yang masih kurang merata pada beberapa aspek.

scholarly journals Development and validation of a critical thinking framework

SURG Journal ◽  
2019 ◽  
Vol 11 ◽  
Author(s):  
Paisley Worthington
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Student Development ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Education Programs ◽  
Higher Order Thinking Skills ◽  
Development And Validation

Critical thinking (CT) is essential in many higher-order thinking skills and should be enhanced by higher education programs. The Model of Integrated Thinking Skills (MITS) was developed to help students developing CT, assist educators teaching CT, and satisfy the following three criteria: 1) completely and objectively describe CT, 2) distinguish CT from other skills, and 3) be used by all disciplines.  A validation survey determined how MITS is perceived with respect to the three criteria.  Most participants perceived that MITS meets the three criteria, suggesting that MITS can assist student development of CT.

Business Simulation to Stage Critical Thinking in Introductory Accounting: Rationale, Design, and Implementation

2004 ◽  
Vol 19 (3) ◽  
pp. 277-303 ◽  
Author(s):  
Carol W. Springer ◽  
A. Faye Borthick
Keyword(s):  
Critical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Business Simulation ◽  
Business Decision ◽  
Higher Order Thinking Skills ◽  
Introductory Accounting ◽  
Business Simulations ◽  
High Degree

This article explains the rationale for, the design of, and the implementation of business simulation episodes for eliciting a developmental shift from knowing to thinking in introductory accounting courses. Using business simulations this way responds to a long-standing need for learning experiences that create opportunities for students to work on developing the higher-order thinking skills required for success in business and the accounting profession. The needed capability can be characterized as critical thinking: the ability to solve problems that cannot be described with a high degree of completeness, cannot be resolved with a high degree of certainty, or elicit disagreement from experts about the best solution. This use of business simulation, illustrated with an episode from the Safe Night Out (SNO) simulation, immerses students in the life of an evolving business for which they develop a continuing stream of business advice based on the application of accounting principles. Emphasizing communication skills, alternative viewpoints, and the effect of assumptions on decisions, the simulation episodes demonstrate the usefulness and importance of accounting to business decision makers. The intent of shifting from well-structured end-of-the-chapter problems to more authentic work, like that in business simulations, is to develop higher-order thinking skills while generating interest in the accounting major and increasing the usefulness of accounting in the minds of nonmajors.

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