PENGEMBANGAN LEMBAR KERJA MAHASISWA BERBASIS HIGH ORDERTHINKING SKILLS PADA MATAKULIAH MATEMATIKA DI UNIVERSITAS TERBUKA

2019 ◽  
Vol 20 (1) ◽  
pp. 40
Author(s):  
Tri Dyah Prastiti ◽  
Sri Tresnaningsih ◽  
Dina Thaib
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Mathematical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Motivation ◽  
Developmental Research ◽  
Higher Order Thinking Skills ◽  
Mathematical Problems ◽  
High Order Thinking

Mathematical thinking is divided into lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS). The LOTS is consisted of recall thinking and basic thinking, while HOTS required a more complex thinking abilities such as critical thinking and creative thinking. This research is aimed to develop a valid, effective, and practical HOTS-based worksheet for S-1 PGSD students who took Mathematics course in Universitas Terbuka. The application of HOTS-based worksheet is expected to be able to improve students’ learning motivation, as well as their ability in thinking critically and creatively in solving mathematical problems. The research is a developmental research, and the obtained data were analyzed descriptively. The subjects of this research were 72 students of S-1 PGSD program Universitas Terbuka Surabaya who took Mathematics (PDGK4108) course. The results showed that the developed HOTS-based worksheet fulfils the validity, practical, and effective criteria to improve students’ learning motivation, which can be seen that 77% of students (56 students) felt encouraged and motivated to think critically and creatively, 72% of students (52 students) showed the ability to solve problem based questions. Furthermore, 78% of the students (41 students) achieved 75 out of 100 score or more. It can be concluded that the application of the developed HOTS-based worksheet is suitable in teaching Mathematics. Kemampuan berpikir dalam matematika dibagi atas kemampuan berpikir tingkat rendah (low order thinking skills disingkat LOTS) dan berpikir tingkat tinggi (high order thinking skills disingkat HOTS). Berpikir yang tergolong LOTS meliputi berpikir memanggil (recall thinking), dan berpikir dasar (basic thinking),sedangkan yang tergolong HOTS meliputi berpikir kritis (critical thinking) dan berpikir kreatif (creative thinking). Penelitian ini bertujuan mengembangkan LKM (lembar kerja mahasiswa) berbasis HOTS pada matakuliah Matematika di program S-1 PGSD UT yang valid, efektif dan praktis. Pendekatan tutorial dengan menggunakan LKM HOTS ini, diharapkan dapat meningkatkan motivasi belajar mahasiswa dan meningkatkan kemampuan berpikir kritis serta meningkatkan kemampuan dalam mengerjakan soal-soal matematika sehingga dapat meningkatkan hasil belajar. Jenis penelitian adalah penelitian pengembangan (developmental research) dan deskriptif. Subjek penelitian sebanyak 72 mahasiswa program S1 PGSD UPBJJ UT Surabaya yang mengambil mata kuliah Matematika (PDGK4108). Hasil penelitian menunjukkan bahwa LKM berbasis HOTS yang dikembangkan memenuhi kriteria valid, praktis danefektif,  untuk meningkatkan motivasi belajar mahasiswa, ditunjukkan oleh 77% (56 mahasiswa) yang merasa tertantang dan termotivasi untuk berpikir tingkat tinggi (kritis, dan kreatif), 72% (52 mahasiswa) mampu menyelesaikan soal-soal yang bersifat pemecahan masalah, dan dari mahasiswa yang mampu tersebut ada sebanyak 78 % (41 mahasiswa) mendapat nilai lebih dari atau sama 75 dari skor maksimal 100. Penelitian ini menyimpulkan bahwa LKM bebasis HOTS yang dikembangkan cocok untuk diaplikasikan dalam pengajaran matematika.

scholarly journals PENGEMBANGAN LEMBAR KERJA MAHASISWA BERBASIS HIGH ORDER THINKING SKILLS PADA MATAKULIAH MATEMATIKA DI UNIVERSITAS TERBUKA

2019 ◽  
Vol 20 (1) ◽  
pp. 40-52
Author(s):  
Tri Dyah Prastiti ◽  
Sri Tresnaningsih ◽  
Dina Thaib
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Mathematical Thinking ◽  
Thinking Skills ◽  
High Order ◽  
Learning Motivation ◽  
Developmental Research ◽  
Higher Order Thinking Skills ◽  
Mathematical Problems ◽  
High Order Thinking

Mathematical thinking is divided into lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS). The LOTS is consisted of recall thinking and basic thinking, while HOTS required a more complex thinking abilities such as critical thinking and creative thinking. This research is aimed to develop a valid, effective, and practical HOTS-based worksheet for S-1 PGSD students who took Mathematics course in Universitas Terbuka. The application of HOTS-based worksheet is expected to be able to improve students’ learning motivation, as well as their ability in thinking critically and creatively in solving mathematical problems. The research is a developmental research, and the obtained data were analyzed descriptively. The subjects of this research were 72 students of S-1 PGSD program Universitas Terbuka Surabaya who took Mathematics (PDGK4108) course. The results showed that the developed HOTS-based worksheet fulfils the validity, practical, and effective criteria to improve students’ learning motivation, which can be seen that 77% of students (56 students) felt encouraged and motivated to think critically and creatively, 72% of students (52 students) showed the ability to solve problem based questions. Furthermore, 78% of the students (41 students) achieved 75 out of 100 score or more. It can be concluded that the application of the developed HOTS-based worksheet is suitable in teaching Mathematics. Kemampuan berpikir dalam matematika dibagi atas kemampuan berpikir tingkat rendah (low order thinking skills disingkat LOTS) dan berpikir tingkat tinggi (high order thinking skills disingkat HOTS). Berpikir yang tergolong LOTS meliputi berpikir memanggil (recall thinking), dan berpikir dasar (basic thinking),sedangkan yang tergolong HOTS meliputi berpikir kritis (critical thinking) dan berpikir kreatif (creative thinking). Penelitian ini bertujuan mengembangkan LKM (lembar kerja mahasiswa) berbasis HOTS pada matakuliah Matematika di program S-1 PGSD UT yang valid, efektif dan praktis. Pendekatan tutorial dengan menggunakan LKM HOTS ini, diharapkan dapat meningkatkan motivasi belajar mahasiswa dan meningkatkan kemampuan berpikir kritis serta meningkatkan kemampuan dalam mengerjakan soal-soal matematika sehingga dapat meningkatkan hasil belajar. Jenis penelitian adalah penelitian pengembangan (developmental research) dan deskriptif. Subjek penelitian sebanyak 72 mahasiswa program S1 PGSD UPBJJ UT Surabaya yang mengambil mata kuliah Matematika (PDGK4108). Hasil penelitian menunjukkan bahwa LKM berbasis HOTS yang dikembangkan memenuhi kriteria valid, praktis danefektif,  untuk meningkatkan motivasi belajar mahasiswa, ditunjukkan oleh 77% (56 mahasiswa) yang merasa tertantang dan termotivasi untuk berpikir tingkat tinggi (kritis, dan kreatif), 72% (52 mahasiswa) mampu menyelesaikan soal-soal yang bersifat pemecahan masalah, dan dari mahasiswa yang mampu tersebut ada sebanyak 78 % (41 mahasiswa) mendapat nilai lebih dari atau sama 75 dari skor maksimal 100. Penelitian ini menyimpulkan bahwa LKM bebasis HOTS yang dikembangkan cocok untuk diaplikasikan dalam pengajaran matematika.

scholarly journals Students' Creative Thinking Skill in Solving Higher Order Thinking Skills (HOTS) Problems

2020 ◽  
Vol 11 (1) ◽  
pp. 111-120
Author(s):  
M Zaiyar ◽  
Irfan Rusmar
Keyword(s):  
Creative Thinking ◽  
Mathematical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Average Score ◽  
Mathematical Concepts ◽  
Higher Order Thinking Skills ◽  
Mathematical Problems ◽  
Thinking Processes

Creative thinking skills one of the important aspects that must be possessed by students' mathematical thinking skills to connect mathematical concepts as well as the development of thinking processes in solving mathematical problems. The purposes of this research are to determine the level of students' creative thinking skills in solving Higher-Order Thinking questions and to investigate the students' creative thinking skills in solving Higher Order Thinking Questions. This research employed the descriptive qualitative method with 28 students who have passed the Calculus subjects the samples of the research determined through nonprobability sampling. The data were collected through tests and interviews. The research discovered that the average score obtained was 38.43%, specifically35.71%of the students were at the very creative level, 50% of the students were at the creative level, and 14, 29% of the students were at the fairly creative level. Students' creative thinking skills were lacking in creativeness and detail indicators. They were not able to solve problems properly and correctly. The fluency and flexibility indicators were in a good category. So, it can be concluded that the level of students’ creative-thinking skills in solving the Higher-Order Thinking Skills problems was at the creative level. 

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 HIGHER ORDER THINKING SKILLS DALAM KOMPETENSI DASAR BAHASA ARAB

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.

scholarly journals Kemampuan Berpikir Siswa dalam Menyelesaikan Soal HOTs pada Materi Pola dan Barisan Bilangan

2020 ◽  
Vol 4 (2) ◽  
pp. 173
Author(s):  
J. Junaidi ◽  
Yenita Roza ◽  
M. Maimunah
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Test Results ◽  
Higher Order Thinking Skills ◽  
Thinking Ability

Pada abad 21 diperlukan keterampilan berpikir tingkat tinggi (HOTs) yang mencakup kemampuan berpikir kritis dan berpikir kreatif. Tujuan penelitian ini adalah untuk mendeskripsikan kemampuan interpretasi, analisis, inferensi, kelancaran dan orisinalitas siswa dalam menyelesaikan soal pola dan barisan bilangan. Metode yang digunakan dalam penelitian adalah deskriptif kualitatif dan subjek sebanyak 40 siswa yang terdiri 19 siswa SMPN 5 Bantan dan 21 Siswa MTS Al-Huda. Instrumen yang digunakan berupa (1) tes tertulis yang berorientasikan HOTs dan (2) pedoman wawancara.  Hasil tes menunjukkan rata-rata HOTs siswa SMPN 5 Bantan (49,34) dan MTS Al-Huda (45,12) berkategori cukup.  Skor tiap indikator HOTs untuk siswa SMPN 5 Bantan diketahui bahwa interpretasi= 48,68, analisis= 40,13, inferensi= 64,47, kelancaran= 52,68 dan orisinalitas= 40,79 sedangkan untuk siswa MTs Al-Huda adalah interpretasi= 61,18, analisis= 40,79, inferensi= 53,57, kelancaran= 38,16 dan orisinalitas= 45,24. Berdasarkan hasil wawancara juga diketahui bahwa rendahnya HOTs siswa dikarenakan siswa tidak terbiasa dalam menyelesaikan soal HOTs serta tidak tersedianya soal-soal HOTs yang secara khusus mengukur HOTs di sekolah, sehingga diharapkan adanya penelitian lebih lanjut mengenai soal-soal HOTs.Students' Thinking Ability in Solving HOTs Questions on Material Patterns and Rows of NumbersAbstractIn the 21st century, higher order thinking skills (HOTs) are needed which include critical thinking skills and creative thinking. The purpose of this study is to describe the students’ ability of interpretation, analysis, inference, fluency and originality in solving questions about patterns and rows of numbers. The method used in this research is descriptive qualitative and as many as 40 students consisting of 19 students of SMPN 5 Bantan and 21 students of Al-Huda MTS. The instrument used in the form of (1) written tests oriented to HOTs and (2) interview guidelines. The test results showed the average level of SMPN 5 Bantan students’ HOTs (49.34) and MTS Al-Huda (45.12) was categorized as sufficient. The score of each indicator of HOTs for SMPN 5 Bantan students is known that interpretation= 48.68, analysis= 40.13, inference= 64.47, fluency= 52.68 and originality= 40.79 while for MTs Al-Huda students are interpretation= 61.18, analysis= 40.79, inference= 53.57, fluency= 38.16 and originality= 45.24. Based on the interview results it is also known that the low level of students’ HOTs is because students are not accustomed to solving HOTs questions and the unavailability of HOTs questions that specifically measure HOTs in schools, so it is hoped that further research on questions of HOTs.

scholarly journals IMPLEMENTASI PENDEKATAN HOTS (HIGHER ORDER THINKING SKILLS) DALAM PEMBELAJARAN PAI

2021 ◽  
Vol 5 (2) ◽  
pp. 342
Author(s):  
SITI HALIMAH
Keyword(s):  
Critical Thinking ◽  
Religious Education ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Analysis Data ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Dynamic Learning ◽  
Higher Order Thinking Skills

AbstractThe research’s context is that is new challenges for teachers in facing Era 5.0, the teachers must be to make new breakthroughs in designing innovative and interesting active learning. As educators in the era of society 5.0, teachers must have digital skills and creative thinking. Educators are also required must be to create innovative learning and dinamic. To realize the implementation of innovative and dynamic learning, one can implement a learning approach that can improve skills of critical thinking as name is the Higher Order Thinking Skills (HOTS) approach. The aims of this reseach is to discribe that in developing students' skillis of critical thinking in Islamic religious education (PAI) subjects, that is necessary to implement learning with the Higher Order Thinking Skills (HOTS) approach. This study is using the methods of qualitative method and that approach is used approach of descriptive. The locus of this study at SMAN 2 Pasuruan. That point data sources of the study are PAI teachers, students of X Bahasa, X IPS I and X MIPA I and the principal. The sources of others Data are books, journals, studi result and document as a previous research, documents for class X quiz questions, photos and audio. The Collection Data used the techniques of observation, interview, and documentation. The analysis data is used The technique of qualitative. The studi is outcoming about the implementation of the HOTS approach in PAI learning can be doing strat from making lesson plans, then implementing PAI learning by applying the HOTS approach and at the end of the learning implementation an evaluation is carried out to find out the results of the implementation of this HOTS approach. From the findings in the application of PAI learning using the HOTS approach, it is mapped into 3 parts, namely, the initial part, namely the teacher analyzing the learning method that will be used and the results can be concluded that class X students of SMA Negeri 2 Pasuruan have been able to improve their critical thinking skills, they can also solve problems such as in the topic of Behavioral Discipline. At the next stage, the teacher  must evaluate to  the method has aplicated in the class, for example, the PAI teacher gives negative statements that need to be corrected by students, then students describe ideas and input about these statements, for example, Discipline Attitudes and Attitudes Competing in doing good. In the final stage, the teacher manifests seeing the transformation of the behavior of Class X students after receiving PAI lessons.Keywords: HOTS Approach, Islamic Education Learning, Think Critical AbstrakLatar belakang penelitian ini adanya tantangan baru bagi guru dalam menghadapi Era 5.0, guru dituntut dapat membuat trobosan-trobosan baru dalam mendesain pembelajaran yang aktif inovatif dan menarik. Sebagai Tenaga Pendidik di era society 5.0, maka adanya guru harus memiliki digital’s skills dan creative thinking. Tenaga pendidik juga diharuskan mampu menciptakan pembalajaran yang inovatif dan dinamis. Untuk mewujudkan pelaksanaan pembelajaran yang inovatid dan dinamis dapat mengimplementasikan pendekatan pembelajaran yang dapat meningkatkan kemampuan berpikir kritis disebut pendekatan Higher Order Thinking Skills (HOTS). Tulisan ini menyajikan tentang sebuah teknik yang dapat digunakan oleh guru dalam upaya mengasah dan meningkatkan Critical Thinking Skills siswa pada mata pelajaran PAI ini dapat memanfaatkan pendekatan Higher Order Thinking Skills (HOTS) dalam kegiatan pembelajaran. Adapun penggunaan metode dalam penelitian ini menggunakan metode kualitatif dan pendekatan yang digunakan adalah deskriptif kualitatif. Lokasi pengambilan data dalam penelitian ini berada di SMAN 2 Pasuruan. Pengambilan data ini diambil dari sumber data kunci yaitu Guru Pendidikan Agama Islam, para siswa Kelas X Bahasa, X IPS I dan X MIPA 1 dan juga kepala sekolah. Penelitian ini juga didukung dengan adanya sumber data tambahan yang dihasilkan dari beberapa buku, ebook, Jurnal Publikasi dan juga hasil dan dokumentasi. Data dokumentasi berupa arsip Rencana Pelaksanaan Pembelajaran, arsip Soal Quis untuk kelas X, beberapa foto dan audio pembelajaran. Dalam pengumpulan data penelitian ini, peneliti memanfaatkan teknik pengamatan lapangan, interview dengan sumber data, serta mengumpulkan arsip-arsip yang dapat menjadi data dalam penelitian ini. Untuk mengalasis hasil penelitian ini, peneliti mengguunak teknik analisis data kualitatif deskriptif. Temuan penelitian dapat menunjukkan bahwa Implementasi Pendekatan HOTS dalam pembelajaran PAI tersebut, pelasanaannya dapat dilakukan melalui merencanakan dengan membuat RPP, lalu melaksanakan pembelajaran PAI dengan menerapkan Pendekatan HOTS dan di akhir pelaksanaan pembelajaran dilakukan evaluasi untuk mengetahui hasil dari implementasi pendekatan HOTS ini. Dari hasil temuan dalam penerapan pembelajaran PAI menggunakan pendekatan HOTS ini dipetakan menjadi 3 bagian yaitu, bagian awal yakni Guru melakukan analisis terhadap metode pembelajaran yang akan digunakan dan hasilnya dapat disimpulkan bahwa siswa kelas X SMAN 2 Pasuruan telah mampu meningkatkan kemampuan berfikirnya secara kritis, mereka juga dapat menyelesaikan masalah seperti dalam topik berprilaku Disiplin. Pada tahapan selanjutnya Guru melaksanakan evaluasi terhadap penerapan metode yang digunakan dalam Proses belajar mengajar, seperti contoh guru PAI memberikan pernyataan negatif yang perlu dikoreksi oleh siswa, kemudian siswa mendeskripsikan ide-ide dan masukan tentang pernyataan tersebut misal materi Sikap Disiplin dan Sikap Berlomba-lomba dalam berbuat kebaikan. Di tahap akhir, Guru melakukan manifestasi melihat transformasi perilaku siswa-siswa Kelas X sesudah menerima pelajaran PAI. Kata kunci: Pendekatan HOTS, Mata Pelajaran PAI, Critical Think Skills

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 ASSESSING STUDENTS’ HIGHER ORDER THINKING SKILLS USING MULTIDIMENSIONAL ITEM RESPONSE THEORY

2020 ◽  
Vol 78 (2) ◽  
pp. 196-214
Author(s):  
Friyatmi Friyatmi ◽  
Djemari Mardapi ◽  
Haryanto Haryanto
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Multidimensional Item Response Theory ◽  
Multidimensional Item Response ◽  
Higher Order Thinking Skills ◽  
Test Information ◽  
Test Information Function

The development of the economics HOTS test that combines critical thinking skills, problem-solving, and critical thinking are essential to meet the challenges of the 21st century life skills. The combination of these thinking skills in the HOT test will help teachers to diagnose students' strengths and weaknesses. However, it could interfere with the accuracy of the measurement results if analyzed using IRT in a single analysis. The Multidimensional Item Response Theory (MIRT) resolved the accuracy of the measurement issues. This research aimed to develop the economics HOTS test to estimate the student’s abilities in higher order thinking skills using the MIRT. The samples were 750 high school students selected from fourteen high schools in West Sumatera, Indonesia. The data were collected using tests which calibrated through the simple-structure MIRT model using R studio. The test reliability was calculated based on coefficients Alpha and test information function. The results show MIRT offers accurate measurement in estimating multidimensional test parameters. The item had a moderate average multidimensional discriminant and difficulty, while the students had a moderate HOTS ability. Their ability to think creatively was lower than critical thinking and problem-solving abilities. The test was proven to be reliable with coefficients Alpha of 0.81, it yielded a high-test information function of the 4.0124, and a low measurement error of 0.4992. It is suitable to be tested on students who have moderate abilities in problem-solving and critical thinking, but with high creative thinking ability. Keywords: HOTS, critical thinking, creative thinking, problem solving, MIRT.

scholarly journals Analysis Of Question Papers In Engineering Courses With Respect To Hots (Higher Order Thinking Skills)

2015 ◽  
Vol 6 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Sowmya Narayanan ◽  
M. Adithan
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Higher Order Thinking Skills ◽  
Engineering Faculty ◽  
Bloom’S Taxonomy

It is generally perceived that a substantial number of engineering faculty are still unaware of alternative educational methods, and many who are aware of them choose not to incorporate them into their approach to teaching. There are several likely reasons for this inertia, aside from the inevitable human resistance to change. The primary focus of imparting information is restricted to fulfilling the course requirements and, the upcoming term end examination. It is imperative to adopt a change from teaching to learning paradigm engaging the students in Higher Order Thinking Skills. Knowledge and technological advancements are changing the role of engineering and engineering faculty in the society. Engineering Education reforms need to focus on inductive teaching and stimulated learning. Students should be taught critical thinking skills and creative thinking skills to keep pace with the rapidly changing engineering profession. This paper reports the study done to test and explore the faculty awareness of Bloom’s Taxonomy of Educational Objectives in the cognitive domain and Higher Order Thinking Skills (HOTS) and to evaluate question papers set by engineering faculty with respect to HOTS as proposed by Bloom’s Taxonomy. Various active learning strategies to enhance critical thinking skills and creative thinking skills of the students are recommended for use by the faculty in their interactions with the students. 

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