Penggunaan Gaya Berfikir Dan Kemahiran Berfikir Aras Tinggi Bagi Menyelesaikan Masalah Dalam Penghasilan Produk: Analisis Keperluan

Penyelesaian masalah merupakan kaedah yang praktis yang bertujuan untuk menjana idea yang bernas untuk membentuk beberapa penyelesaian yang lebih paktikal dan efektif. Penghasilan idea dalam penghasilan produk memerlukan pemikiran yang kompleks iaitu kemahiran berfikir aras tinggi (KBAT). Tujuan kajian ini adalah untuk menganalisis keperluan gaya berfikir dan KBAT bagi menyelesaikan masalah dalam penghasilan produk dalam kalangan pelajar. Reka bentuk kajian ini berbentuk deskriptif dengan pendekatan kuantitatif. Seramai 320 orang pelajar bidang Diploma Kejuruteraan Awam di Politeknik Sultan Abdul Halim Muad’zam Shah telah dipilih secara rawak sebagai sample kajian. Satu set soal selidik yang dibangunkan telah digunakan sebagai instrumen kajian. Data dianalisis menggunakan perisian SPSS dan dibentangkan dalam bentuk min, frekuensi dan peratusan. Kajian menunjukkan bahawa sebanyak 90.9% pelajar menghadapi masalah semasa menyelesaikan tugasan berbentuk menyelesaikan masalah dalam penghasilan produk. Masalah yang paling banyak dihadapi semasa menyelesaikan masalah adalah menggunakan minda untuk mencari makna dan penyelesaian terhadap keraguan atau masalah yang timbul. Manakala, masalah yang paling banyak dihadapi semasa menyelesaikan tugasan dalam penghasilan produk adalah mencari idea untuk membangunkan sesuatu produk. Faktor-faktor kesukaran menyelesaikan masalah dalam penghasilan produk adalah tidak mempunyai kemahiran khusus, tidak mempunyai pengetahuan mengenai kemahiran khusus dan tidak mempunyai latihan khusus. Akibatnya, pelajar mengalami kesukaran menyelesaikan masalah dalam penghasilan produk. Namun begitu, 95.6% pelajar berpendapat bahawa mereka memerlukan ilmu gaya berfikir dan KBAT yang memberikan penerangan mengenai langkah kerja secara lengkap bagi menyelesaikan masalah dalam penghasilan produk. Dapatan ini memberi implikasi kepada pelajar untuk memperoleh dan meningkatkan Gaya Berfikir dan KBAT bagi menyelesaikan masalah dalam penghasilan produk. Abstract Problem solving is a practical method that aims to generate ideas to form some more pactical and effective solutions. The production of ideas in the production of products requires complex thinking that is higher order thinking skills (HOTS). The purpose of this study is to analyze the need for thinking style and HOTS to solve problems in product production among students. The design of this study is descriptive with a quantitative approach. A total of 320 students in the field of Diploma in Civil Engineering at Sultan Abdul Halim Muad’zam Shah Polytechnic were randomly selected as the study sample. A set of questionnaires was developed as a research instrument. Data were analyzed using SPSS software and presented in the form of mean, frequency and percentage. Studies show that 90.9% of students face problems while solving tasks in the form of problem solving in product production. The most common problem when solving a problem is using the mind to find the meaning and solution to the doubts or problems that arise. Meanwhile, the most common problem faced when completing tasks in product production is finding ideas to develop a product. Factors of difficulty solving problems in product production are lack of specialized skills, lack of knowledge of specialized skills and lack of specialized training. As a result, students have difficulty solving problems in product production. However, 95.6% of students think that they need knowledge of thinking style and HOTS that provide a complete description of work steps to solve problems in product production. These findings have implications for students to acquire and improve Thinking Style and HOTS to solve problems in product production.

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PENERAPAN MODEL PROBLEM SOLVING DALAM MENINGKATKAN KEMAMPUAN HOT (HIGHER ORDER THINKING) SISWA SDN BANYU LANDAS

Vidya Karya ◽

10.20527/jvk.v31i1.3978 ◽

2017 ◽

Vol 31 (1) ◽

Author(s):

Silvia Uyani

Keyword(s):

Problem Solving ◽

Model Problem ◽

Higher Order Thinking ◽

Thinking Skills ◽

Achievement Test ◽

Higher Order ◽

Research Subject ◽

Higher Order Thinking Skills ◽

Student Activity

Abstract: This research relates to the implementation of Problem Solving model in Banyu Landas Elementary School. The research objective is to increase students’ Higher Order Thingking Skills (HOTS). The research was conducted by using classroom action research (CAR) method through 2 cycles. Ten six class students of SDN Banyu Landas were used as research subject. The data collection used obeservation sheets and HOT oriented achievement test. The data were qualitatively analyzed with percentage technique. The result of research stated that (1) students’ Higher Order Thingking Skills (HOTS) increased from analysis skills 77,85% in the first cycle up to synthesys skills 86,58% in the end of second cycle (2) the quality of teacher’s activity increased from 58,41% in the first cycle up to 71,14% in the end of second cycle; (2) students’ activity incresed from 68,39% in the first cycle up to 70,10% in the end of second cycle. Keywords: Higher Order Thinking Skills, teacher activity, student activity , Problem Solving. Abstrak: Penelitian ini berkenaan dengan penerapan model Problem Solving di SDN Banyu Landas. Tujuan penelitian adalah untuk meningkatkan kemampuan berpikir tingkt tinggi (Higher Order Thingking Skill/HOT) siswa. Penelitian ini dilakukan dengan menggunakan rancangan penelitian tindakan kelas dalam 2 siklus. Subyek penelitian adalah 10 orang siswa kelas VI SDN Banyu Landas. Pengumpulan data menggunakan lembar observasi dan tes hasil belajar berorientasi HOT. Data dianalisis secara kualitatif dengan teknik persentase. Hasil penelitian menunjukkan bahwa: (1) kemampuan berpikir tingkat tinggi (Higher Order Thingking Skill/HOT) peserta didik meningkat dari kemampuan analisis 77,85% pada awal siklus I menjadi kemampuan sintesis 86,58% pada akhir siklus II kualitas, (2) aktivitas guru meningkat dari 58,41% pada siklus 1 menjadi menjadi 71,14% pada siklus 2; (2) aktivitas siswa meningkat dari 68,39% pada siklus 1 menjadi 70,10% pada siklus II. Kata kunci: HOT (Higher Order Thinking) skills, aktivitas guru, aktivitas siswa, Problem Solving

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

Jurnal Pendidikan (Teori dan Praktik) ◽

10.26740/jp.v2n1.p77-85 ◽

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.

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Sustainable Programs

Advances in Business Information Systems and Analytics - Business Transformation and Sustainability through Cloud System Implementation ◽

10.4018/978-1-4666-6445-6.ch018 ◽

2015 ◽

pp. 276-286

Author(s):

Shirley Mo-ching Yeung

Keyword(s):

Sustainable Development ◽

Problem Solving ◽

Nursery School ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order Thinking Skills ◽

Global Partnership ◽

New Business ◽

Internet Learning ◽

Undergraduate Programme

According to the study of Louw (2013, p. 56), UNESCO calls for educational sustainable development in the coming 10 years with the four main goals identified in relation to education, that is, rethinking and revising education from nursery school to university to include a clear focus of current and future societies on the development of knowledge, skills, perspectives and values related to sustainability. In order to fulfill the needs of UNESCO and increase the employability of learners, this chapter focuses on demonstrating the way to link the delivery of a module in an undergraduate programme to develop learners' interest in internet learning with global partnership for developing higher order thinking skills, e.g. problem-solving and solution-seeking skills, and to raise educators' awareness of generating new business via internet-learning.

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Sustainable Programs

Business Education and Ethics ◽

10.4018/978-1-5225-3153-1.ch024 ◽

2018 ◽

pp. 440-450

Author(s):

Shirley Mo-ching Yeung

Keyword(s):

Sustainable Development ◽

Problem Solving ◽

Nursery School ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order Thinking Skills ◽

Global Partnership ◽

New Business ◽

Internet Learning ◽

Undergraduate Programme

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Teaching Amidst Unexpected Unknowns

Advances in Logistics, Operations, and Management Science - Innovative Management Education Pedagogies for Preparing Next-Generation Leaders ◽

10.4018/978-1-4666-9691-4.ch005 ◽

2016 ◽

pp. 75-87

Author(s):

Sachin Sinha ◽

Deepti Sinha

Keyword(s):

Communication Skills ◽

21St Century ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

The West ◽

Higher Order Thinking Skills ◽

Knowledge And Skills ◽

Complex Thinking ◽

Technology Migration

Globalisation, technology, migration, competition, changing markets and transnational environmental and political challenges have added a new urgency to develop the skills and knowledge needed in the 21st century. Educators, governments, foundations, employers and researchers refer to these abilities as ‘higher-order thinking skills' ‘deeper learning outcomes' and ‘complex thinking and communication skills'. We need to understand how students today are different from those of yesteryears. Although everyone believes that the knowledge and skills that students need today are different from what they needed yesterday, terminology differs from country to country, as does the composition of knowledge, skills and values. This chapter is broadly divided into four sections. The main objectives of the narrative are to understand the growth and evolution of teaching, to develop an understanding of the differences between the teaching of the East and that of the West, to explore teaching as an art and a skill and finally to prepare ourselves for the burgeoning demands of digital-age teaching.

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Using Classwide Peer Tutoring to Teach Beginning Algebra Problem-Solving Skills in Heterogeneous Classrooms

Remedial and Special Education ◽

10.1177/074193259701800606 ◽

1997 ◽

Vol 18 (6) ◽

pp. 367-379 ◽

Cited By ~ 41

Author(s):

David H. Allsopp

Keyword(s):

At Risk ◽

Problem Solving ◽

Higher Order Thinking ◽

Thinking Skills ◽

Students At Risk ◽

Problem Solving Skills ◽

Higher Order Thinking Skills ◽

Classwide Peer Tutoring ◽

Beginning Algebra ◽

Not At Risk

This study examined the effectiveness of using classwide peer tutoring (CWPT) in heterogeneous middle school math classrooms to teach students in beginning algebra problem-solving skills. The literature on CWPT demonstrates its effectiveness with basic academic skills, but little research addresses whether CWPT can be effective for teaching higher order thinking skills. This study compared the effectiveness of CWPT with traditional independent student practice. Additionally, the performance of students at risk of math failure (students whose grade in math was a D or an F and/or who scored a stanine of 3 or lower in the math section on a standardized assessment) was compared with the performance of students not at risk of math failure. An analysis of the data indicates that both CWPT and independent student practice were effective strategies for helping students to learn beginning algebra problem-solving skills. Neither strategy was significantly more effective than the other. Students at risk of math failure demonstrated slightly greater performance gains than did students not at risk of math failure. Related findings indicate that CWPT was most effective with 14- and 15-year-old students. Implications for using CWPT for increasing students' higher order thinking skills is discussed as well as its use in heterogeneous classrooms and with middle school students.

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A Framework for Implementing Higher-Order Thinking Skills (Problem-Solving, Critical Thinking, Creative Thinking, and Decision-Making) in Engineering & Humanities

2019 Advances in Science and Engineering Technology International Conferences (ASET) ◽

10.1109/icaset.2019.8714232 ◽

2019 ◽

Cited By ~ 3

Author(s):

Omar J. Alkhatib

Keyword(s):

Decision Making ◽

Critical Thinking ◽

Problem Solving ◽

Creative Thinking ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Higher Order Thinking Skills

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HIGHER ORDER THINKING SKILLS DALAM KOMPETENSI DASAR BAHASA ARAB

Arabi Journal of Arabic Studies ◽

10.24865/ajas.v5i2.293 ◽

2020 ◽

Vol 5 (2) ◽

pp. 177

Author(s):

Ahmad Muradi ◽

Faisal Mubarak ◽

Ridha Darmawaty ◽

Arif Rahman Hakim

Keyword(s):

Decision Making ◽

Critical Thinking ◽

Problem Solving ◽

Literature Review ◽

Creative Thinking ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Higher Order Thinking Skills

Learning Arabic is more dominant as a skill than a Science. The learners’ goals are able to use Arabic both spoken and written well and correctly. While HOTS is more dominant in requiring learners to think integrally. Therefore, it is important to consider the extent to which the Ministerial Regulation accommodates HOTS through a study of the basic competence of Arabic contained in it. This study is a literature review of the basic competence of Arabic in the Decree of the Minister of Religion (KMA) number 183 in 2019 in HOTS perspective. The object of this study is the basic competence of Arabic in KMA 183 in 2019. The result shows the basic competence of Arabic in KMA 183 in 2019 to accommodate the ability in higher order thinking such as problem solving, critical thinking, and reasoning. While the Basic Competence in KMA didn’t achieve creative thinking and decision making.

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THE IMPORTANCE OF INCLUDING RECOGNITION OF PATTERNS ACTIVITIES IN LEARNING PROBLEM-SOLVING IN ENGINEERING CLASSROOMS

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.vi0.13863 ◽

2019 ◽

Author(s):

Shahad Abdulnour ◽

Wael L. Nackasha ◽

Cori Hanson ◽

Thomas W. Coyle

Keyword(s):

Problem Solving ◽

Engineering Students ◽

Higher Order Thinking ◽

Thinking Skills ◽

Learning Problem ◽

Higher Order Thinking Skills ◽

Steep Learning Curve ◽

Engineering Problems ◽

The Impact ◽

Pattern Finding

"Why do we study limits?" "How would I calculate 7π/4 without a calculator?" "There are several trigonometric formulas, how can I memorize them?" These are a few of the frequent questions asked by engineering students who seek the help of the Learning Strategist, a professional who advises students on academic skills. Attempting to memorize formulas and problem solutions without understanding their origin is common among engineering students. Consequently, students often disregard or are unaware of how formulas are derived, and they do not allocate time to find patterns that connect these formulas to the concepts they are learning in class. Investing time to study the origin and assumptions underlying formulas can be rewarding yet this process has a steep learning curve. Once mastered, understanding the derivation of commonly used formulas and mathematical patterns saves students’ energy and time by giving them tools to quickly solve difficult engineering problems. In this paper, we demonstrate the process of problem-solving and pattern finding through a fun activity that can be utilized in lectures or tutorials to create in students an appreciation of the basics. The activity shows the importance of finding and understanding patterns and how to extend these findings into solutions. Through recognition of patterns, students can develop higher order thinking skills and the ability to derive formulas from their skeletal form. The goal of this project is to investigate the impact of instructors including pattern finding activities within their classrooms.

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