scholarly journals PELAKSANAAN KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT) DALAM PEMBELAJARAN DAN PEMUDAHCARAAN BAHASA CINA DI SEKOLAH MENENGAH [THE IMPLEMENTATION OF HIGHER ORDER THINKING SKILLS (HOTS) IN THE TEACHING AND LEARNING OF THE CHINESE LANGUAGE IN SECONDARY SCHOOLS]

2020 ◽  
pp. 126-140
Author(s):  
ALEX SIAW WEI TAN ◽  
MEOW HOON NG
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Chinese Language ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Language Teachers ◽  
Higher Order Thinking Skills ◽  
Chinese Language Teachers ◽  
The Mean ◽  
Level Of Understanding

The purpose of this research was to identify the level of understanding and the incorporation of Higher Order Thinking Skills (HOTS) in the teaching and learning of the Chinese Language among Secondary Schools teachers in Selangor. The respondents were 183 Chinese Language teachers from 145 secondary schools in Selangor. Questionnaires were administered to collect data in this research. A descriptive analysis was done to obtain the mean, standard deviation, frequency and percentage to identify the secondary school Chinese Language teachers’ level of understanding towards HOTS and the incorporation of HOTS in the teaching and learning process in their classrooms. The findings showed that teacher’s understanding and knowledge towards HOTS were satisfactory with an average mean above 3.5; while the mean for the incorporation of HOTS in teaching and learning implied that this aspect has to be improved. The findings were able to provide useful input on the level of implementation of HOTS among Secondary School Chinese Language teachers in Selangor.

scholarly journals TAHAP PENGETAHUAN, SIKAP DAN MASALAH GURU BAHASA MELAYU TERHADAP PENERAPAN KEMAHIRAN BERFIKIR ARAS TINGGI DALAM PENGAJARAN DAN PEMBELAJARAN KOMSAS

2021 ◽  
Vol 4 (1) ◽  
pp. 93-107
Author(s):  
Nur Shahirah Mat Isa ◽  
Zamri Mahamod
Keyword(s):  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Mean Value ◽  
Language Teachers ◽  
Higher Order Thinking Skills ◽  
Average Value ◽  
The Mean ◽  
High Level

This study aimed to learn the knowledge, attitude and problems of Malay Language teachers on the implementation of higher-order thinking skills (HOTS) in teaching and learning (T&L) literature component (KOMSAS) in secondary schools.The study was conducted because there are Malay Language teachers who have a low mastery of the syllabus and content of KOMSAS. Respondents of this study consisted of 108 Malay Language teachers in secondary schools that teach in Timur Laut district, Penang. The design of this study is a study that uses descriptive analysis. This study uses questionnaires as instruments. Data were analyzed using Social Package for Social Sciences (SPSS) version 25.0 for descriptive data description. The findings showed the mean average value of teacher knowledge level before T&L (min 3.917) and current T&L (min 3.970), teacher attitude level before T&L (mean 3.894) and current T&L (min3.875) against HOTS in T&L KOMSAS showed the average mean value was at a high level, while the average mean value of problems on teachers (mean 3.116) and problems on students (mean 2.578) to implement KBAT in T&L KOMSAS are at a moderate level. This indicates that the knowledge, attitudes and problems affecting the implementation of HOTS among Malay language teachers in the T&L of KOMSAS. Keywords: Knowledge, attitude, problems, HOTS, KOMSAS   Abstrak: Kajian ini bertujuan untuk mengkaji tahap pengetahuan, sikap dan masalah guru bahasa Melayu terhadap penerapan kemahiran berfikir aras tinggi (KBAT) dalam pengajaran dan pembelajaran (PdP) komponen sastera (KOMSAS) di sekolah menengah. Kajian ini dijalankan kerana terdapat guru bahasa Melayu yang mempunyai penguasaan yang rendah tentang sukatan pelajaran dan kandungan KOMSAS. Responden kajian ini terdiri daripada 108 orang guru Bahasa Melayu sekolah menengah yang mengajar di Daerah Timur Laut, Pulau Pinang. Reka bentuk kajian ini adalah kajian tinjauan menggunakan analisis deskriptif. Kajian ini menggunakan soal selidik sebagai instrumen. Data dianalisis dengan menggunakan Social Package for Science Social (SPSS) versi 25.0 untuk pemerihalan data secara deskriptif. Dapatan kajian menunjukkan nilai purata min bagi tahap pengetahuan guru sebelum PdP (min 3.917) dan semasa PdP (min 3.970), tahap sikap guru sebelum PdP (min 3.894) dan semasa PdP (min3.875) terhadap KBAT dalam PdP KOMSAS menunjukkan nilai purata min berada pada tahap tinggi, manakala nilai purata min bagi masalah terhadap guru (min 3.116) dan masalah terhadap pelajar (min 2.578) untuk menerapkan KBAT dalam PdP KOMSAS berada pada tahap sederhana. Hal ini menunjukan bahawa tahap pengetahuan, sikap dan masalah guru bahasa Melayu mempengaruhi penerapan KBAT dalam KOMSAS dalam kalangan pelajar ketika proses PdP dijalankan. Kata kunci: Pengetahuan, sikap, masalah, KBAT, KOMSAS

scholarly journals Using the Cognitive Research Trust Scale to Assess the Implementation of the Elements of Higher-Order Thinking Skills in Malay Language Teaching and Learning

2019 ◽  
Vol 8 (2S2) ◽  
pp. 392-398
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Higher Order Thinking Skills ◽  
Cognitive Research ◽  
Trust Scale

The aim of this study is to assess the teaching practices of Malay Language teachers in implementing the elements of higher-order thinking skills in the teaching and learning of Malay Language using the Cognitive Research Trust (CoRT) Scale. Essentially, the scales comprises six devices, namely CoRT 1 (Breadth), CoRT 2 (Organization), CoRT 3 (Interaction), CoRT 4 (Critical Thinking), CoRT 5 (Information and Feeling), and CoRT 6 (Action) that are related to CoRT tests, namely PMI (Plus, Minus, Interesting), CAF (Consider All Factors), C&S (Consequence & Sequel), AGO (Aims, Goal, Objectives), FIP (First, Important, Priorities), APC (Alternatives, Possibilities, Choice), and OPV (Other People’s Views). This study used a qualitative approach using the observation method to elicit data from a study sample consisting of six Malay Language teachers from several schools with as sizeable indigenous or Orang Asli student population in the district of Batang Padang. A descriptive qualitative analysis was conducted to draw pertinent findings of the teachers’ understanding and practices of HOTS. The analysis of the data revealed that the teaching and learning of the subject matter were infused with the elements of HOTS, with the teachers employing a combination of the CoRT devices and thinking techniques. Such an infusion of skills was made evidently clear by students’ answers that demonstrated high critical thinking skills. These findings underscore the importance of using the Cognitive Research Trust Scale to assess the implementation of HOTS in the teaching and learning practice of the Malay Language. In conclusion, the proper and judicious use of CoRT devices and thinking techniques can help students to develop HOTS, which are extremely important to enable them to think and solve problems critically and creatively.

scholarly journals The Competency of Science Teachers in Integrating Higher Order Thinking Skills in Teaching and Learning

2021 ◽  
Vol 1793 (1) ◽  
pp. 012005
Author(s):  
A S Ab Halim ◽  
K Osman ◽  
M S A Mohd Aziz ◽  
M F Ibrahim ◽  
A A K Ahmad
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

Paradigm Shift toward Student Engagement in Technology Mediated Courses

2015 ◽  
pp. 74-92 ◽  
Author(s):  
Melissa Roberts Becker ◽  
Karen McCaleb ◽  
Credence Baker
Keyword(s):  
Learning Process ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order Thinking Skills ◽  
College Classrooms ◽  
University Recruitment ◽  
Education Environment ◽  
University Instructors

University recruitment websites continue to show students happily using technology in the higher education environment. Exactly how technology is used in the teaching and learning process continues to challenge and frustrate university instructors and students. A frequent depiction of college classrooms consists of an instructor lecturing from the front of the classroom and reprimanding students for talking to each other. In this paradigm, the professor is the “sage on the stage” and is the single transmitter of knowledge. Is this teaching and learning approach the most effective way to educate students? With recent discoveries about how students learn most optimally, and how technology can augment the process, a paradigm shift is required towards appropriate and intentional implementation of technology tools for engaging students to use higher-order thinking skills. This chapter explores the use and application of free digital tools that both improve and in turn enhance the learning process.

‘First Listen to My Voice'

2021 ◽  
pp. 189-207
Author(s):  
Raz Shpeizer ◽  
Amnon Glassner
Keyword(s):  
Teaching And Learning ◽  
Mikhail Bakhtin ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Authentic Self

This chapter offers to illuminate some of the complex relations between conscious, rational, higher order human functions and unconscious and intuitive processes, especially in the context of teaching and learning of higher order thinking. The chapter will consider dialogical models, especially those of Richard Paul and Mikhail Bakhtin, for teaching and learning of higher order thinking, which take into account these complex relations, and aims at optimizing higher order thinking skills and dispositions, without neglecting human's emotional side and their need for authentic self-expression.

scholarly journals Thinking in Dewey's Experimentalist Education: The Contribution of the Internet and Digital Tools

2018 ◽  
Vol 1 (2) ◽  
pp. 1-22
Author(s):  
Leonard J. Waks
Keyword(s):  
Teaching And Learning ◽  
Thought Experiment ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Digital Tools ◽  
The Internet ◽  
Online Information ◽  
Higher Order Thinking Skills ◽  
Information And Communication

Purpose —The purpose of this paper is to explain how the introduction of the Internet and digital tools renews and enriches John Dewey's experimentalist model for teaching and learning with particular attention to the place of and resources for higher order thinking. Design/Approach/Methods —The methods include a close exposition of Dewey's classical texts, and a thought experiment introducing ICT elements into Dewey's design diagrams for teaching and learning. Findings —Dewey's model has inherent difficulties, and that digital technologies helps resolve them. Originality/Value —With the Internet and new digital tools, teachers can design new virtual learning spaces and learning activities. Learners can use online information and communication tools to act more effectively using higher-order thinking skills.

scholarly journals Higher order thinking skills competencies required by outcomes-based education from learners

Curationis ◽  
2006 ◽  
Vol 29 (3) ◽  
Author(s):  
MM Chabeli
Keyword(s):  
Creative Thinking ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Teacher Input ◽  
Learner Outcomes ◽  
Outcomes Based Education

Outcomes-Based Education (OBE) brought about a significant paradigm shift in the education and training of learners in South Africa. OBE requires a shift from focusing on the teacher input (instruction offerings or syllabuses expressed in terms of content), to focusing on learner outcomes. OBE is moving away from ‘transmission’ models to constructivistic, learner-centered models that put emphasis on learning as an active process (Nieburh, 1996:30). Teachers act as facilitators and mediators of learning (Norms and Standards, Government Gazette vol 415, no 20844 of 2000). Facilitators are responsible to create the environment that is conducive for learners to construct their own knowledge, skills and values through interaction (Peters, 2000). The first critical cross-field outcome accepted by the South African Qualification Framework (SAQA) is that learners should be able to identify and solve problems by using critical and creative thinking skills. This paper seeks to explore some higher order thinking skills competencies required by OBE from learners such as critical thinking, reflective thinking, creative thinking, dialogic / dialectic thinking, decision making, problem solving and emotional intelligence and their implications in facilitating teaching and learning from the theoretical perspective. The philosophical underpinning of these higher order thinking skills is described to give direction to the study. It is recommended that a study focusing on the assessment of these intellectual concepts be made. The study may be qualitative, quantitative or mixed methods in nature (Creswell 2005).

scholarly journals Teachers’ Capacity of Instruction for Developing Higher – Order Thinking Skills for Upper Secondary Students – A Case Study in Teaching Mathematics in Vietnam

2018 ◽  
Vol 10 (1.SP) ◽  
pp. 8
Author(s):  
Ha Thi CAO
Keyword(s):  
Critical Thinking ◽  
Secondary Students ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Social Model ◽  
Higher Order Thinking Skills ◽  
Teaching And Learning Mathematics

In the social model, in order to live and work in a complex and competitive environment of the 21st century, students must be well-equipped with such important skills and qualifications, of which creativity, critical thinking, communication and collaboration skills are very necessary for learners in the future. In this paper, the researcher aims to focus on teachers’ competency of instruction for developing higher-order thinking skills (creativity, critical thinking skills) through teaching and learning Mathematics in Vietnam.

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