scholarly journals Enhancing Students’ Higher-Order Thinking Skills (HOTS) Through an Inductive Reasoning Strategy Using Geogebra

2020 ◽  
Vol 15 (03) ◽  
pp. 156
Author(s):  
Noor Suhaily Binti Misrom ◽  
Abdurrahman Sani Muhammad ◽  
Abdul Halim Abdullah ◽  
Sharifah Osman ◽  
Mohd Hilmi Hamzah ◽  
...  
Keyword(s):  
Treatment Group ◽  
Learning Strategy ◽  
Inductive Reasoning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Control Group ◽  
Higher Order Thinking Skills ◽  
Lower Stage ◽  
Reasoning Strategy

The concept of Higher-Order Thinking Skills (HOTS) is one of the highlighted aspects in producing human capital of high quality. However, the level of HOTS among students in Malaysia is still at a lower stage. Among the causes of this problem is the learning strategy used in classroom, which is less effective in creating and enhancing HOTS optimally. Therefore, the main focus in this study was to investigate the potential role of an inductive reasoning strategy using Geogebra in increasing the students’ level of HOTS. Besides, it also aimed to identify the relationship between HOTS and students’ inductive reasoning for the topic of Graphs of Functions II. The design of study was quasi-experimental which involved 94 form-four students from a secondary school in Johor. The sample of this study was divided into three groups: (1) Treatment Group 1 (inductive reasoning strategy using Geogebra); Treatment Group 2 (inductive reasoning strategy); and (3) a control group (conventional). The instrument of the study comprised a set of HOTS questions and a worksheet based on an inductive reasoning strategy using Geogebra. Using the Multivariate Analysis of Variance (MANOVA), it was found that the overall HOTS level of the students, which included applying, analysing, evaluating and creating skills, could be enhanced through this strategy. The findings also show that there was a positive relationship between HOTS and inductive reasoning. In conclusion, an inductive reasoning strategy can provide positive impacts on students’ HOTS in the topic of Graphs of Functions II

scholarly journals The Effectiveness of the Learning Strategy of Thinking Ability Improvement (SPPKB) to Enhance Students’ Higher Order Thinking Skill (HOTS) in Economics Learning at SMA 1 Kawedanan Magetan

2020 ◽  
Vol 2 (8) ◽  
Author(s):  
Sudarmiani Sudarmiani
Keyword(s):  
Learning Strategy ◽  
Social Study ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
T Test ◽  
Control Group ◽  
Higher Order Thinking Skills ◽  
Study Results ◽  
Thinking Ability

The study's purpose was to investigate the effectiveness of Learning Strategy of Thinking Ability Improvement (SPPKB) application used to improve Higher Order Thinking Skills (HOTS) of social study (IPS) students in economics learning. The research method used a quasi-experimental method with pretest-posttest control group design and effectiveness data analysis using a t-test. The research populations were 1-eleventh grade social study class (XI IPS 1) having 25 students as the experimental class and 2-eleventh grade social study (XI IPS 2) class having 27 students as the control class. The different treatment between the two classes was that in the experimental class applied the SPPKB model while the control class employed the conventional learning model. The study results reveal that the use of SPPKB has never been implemented in economics learning in the classroom. The effectiveness of using the SPPKB shows the values of the t-test results for Higher Order Thinking Skills (HOTS) abilities with significance values of 0.000 <0.05. These results indicate that there is a significant influence on the SPPKB implementation to enhance students' Higher Order Thinking Skills (HOTS) in economics learning.

scholarly journals RQA integrated with ADI: Empowering biology students’ ability in posing higher-order thinking skills questions

2019 ◽  
Vol 5 (3) ◽  
Author(s):  
Astuti Muh Amin ◽  
Duran Corebima Aloysius ◽  
Siti Zubaidah ◽  
Susriyati Mahanal
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Biology Education ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Education Students ◽  
Higher Order Thinking Skills ◽  
Biology Students ◽  
South Sulawesi

Questions serve as an element that can be used to access and stimulate students’ thinking ability. This research aimed at analyzing the students’ ability to pose Higher-Order Thinking Skills (HOTS) questions during the learning process. This research was a survey research using a descriptive quantitative approach. The samples used in the research were biology education students of UIN Alauddin Makassar and Universitas Muslim Maros, South Sulawesi with the total of 92 students. The instrument used in this research was an observation sheet of questioning skills for the biology pre-service teachers. The results of this research showed that the implementations of RQA, ADI, and RQA integrated with ADI learning strategies were dominated with HOTS questions, while the learning using the conventional learning strategy was dominated with the Lower-Order Thinking Skills (LOTS) questions. The percentages of the HOTS questions in the learning using RQA, ADI, RQA integrated with ADI, and the conventional learning strategy were 60.53%, 55.71%, 64.91%, and 19.35% respectively.  This finding indicates that the RQA integrated with ADI strategy contributes the significant impact in stimulating students’ ability in posing HOTS questions in the classroom.

scholarly journals ENHANCING STUDENTS’ HIGHER ORDER THINKING SKILLS IN SCIENCE THROUGH INSTAD STRATEGY

2018 ◽  
Vol 17 (6) ◽  
pp. 1046-1055
Author(s):  
Baskoro Adi Prayitno ◽  
Suciati Suciati ◽  
Eni Titikusumawati
Keyword(s):  
Teaching Strategies ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Control Group ◽  
Higher Order Thinking Skills ◽  
Intact Group ◽  
Lecture Method ◽  
Post Test ◽  
Equivalent Control

This research aimed to examine the effectiveness of the INSTAD strategy in comparison to other teaching strategies such as Inquiry, student team’s achievement division (STAD), and lecture method, to reduce the gap of higher order thinking skills between Upper Academic (UA) and Lower Academic (LA) groups of students.The research partipants were 136 7th grade students in total, which consisted of two groups of 36 UA and 36 LA students. The students were selected through a stratified random sampling from 27 Public Junior High Schools in Surakarta, Indonesia. The treatment classes were determined through an intact group. The research design employed pre-test-post-test non-equivalent control group of quasi experiment. The higher order thinking skills were measured by essay test sheet as an instrument. Data were analysed by utilizing ANCOVA with the pre-test score as the covariate. The findings revealed that INSTAD have optimally improved higher order thinking skills in comparison with the Inquiry, STAD, and lecture method. INSTAD's were proven able to reduce the gap of higher order thinking skills between UA and LA students rather than Inquiry, STAD, and lecture method as teaching strategies. Keywords: higher order thinking skills, inquiry-based learning, student team’s achievement division, INSTAD strategy.

scholarly journals Effectiveness of Non-Traditional Activities to Develop the Mathematical Higher Order Thinking Skills of Grade-Seven Students

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Emmanuel P. Abuzo
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Control Group ◽  
Traditional Lecture ◽  
Problem Solving Skills ◽  
Higher Order Thinking Skills ◽  
Significant Difference ◽  
Post Test ◽  
Equivalent Control

Developing critical thinking and problem solving skills of students are some of the important goals that every school must set. This study determined the effectiveness of non-traditional activities to develop mathematical higher order thinking skills of grade seven students. This study employed the non-equivalent control group experimental design, which involved 83 grade 7 students of Sawata National High School. There were two sections used in this study, the control group which the researcher used the traditional lecture activity and the experimental group, were the students exposed to non-traditional activities: manipulative activities, computer-aided activities, and reflective writing activities. The specific subject matters covered were the second-grading mathematics seven topics which are measurement and measuring of length, measuring mass/weight and volume, and measuring angles, time and temperature. The data were gathered using the multiple choice teacher’s made test in the pre-test and post-test. Prior to the study, the higher order thinking skills of the two groups had no significant difference. The result changed after the treatment was given. The study concludes that the used of non-traditional activities were effective over the traditional activity in the development of the higher order thinking skills of the students. The study recommends integration of non-traditional activities to develop the higher order thinking skills of the students.Keywords— Education, non-traditional activities, higher order thinking skills, experimental, non-equivalent, Davao City, Philippines

scholarly journals Pengaruh Pendekatan RME dengan Model Pembelajaran CPS terhadap HOTS Siswa Kelas VII SMP

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Maulida Agustin Sasmi ◽  
Iis Holisin ◽  
Himmatul Mursyidah
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Control Group ◽  
Control Group Design ◽  
Higher Order Thinking Skills ◽  
Group Design

Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh positif dan signifikan pendekatan RME dengan model CPS terhadap Higher Order Thinking Skills (HOTS) siswa kelas VII SMP Muhammadiyah 9 Surabaya pada pembelajaran matematika. Desain penelitian adalah pretest-posttest control group design. Penelitian dilakukan di SMP Muhammadiyah 9 Surabaya, dengan sampel penelitian adalah kelas VII A dan VII B. Penentuan kelas eksperimen dan kelas kontrol dilakukan secara random, yaitu kelas VII A terdiri dari 30 siswa sebagai kelas kontrol, dan kelas VII B juga terdiri dari 30 siswa sebagai kelas eksperimen. Hasil penelitian ini diuji dengan menggunakan uji perbedaan atau uji-t. Hasil analisis uji-t diperoleh . Oleh karena itu, dapat disimpulkan pembelajaran dengan menggunakan pendekatan RME dan model CPS berpengaruh positif dan signifikan terhadap kemampuan berpikir tingkat tinggi siswa atau HOTS.

scholarly journals The Effect of Implementation of Inquiry-based Learning with Socio-scientific Issues on Students' Higher-Order Thinking Skills

2021 ◽  
Vol 4 (3) ◽  
pp. 210-218
Author(s):  
Sitti Nurul Qamariyah ◽  
Sri Rahayu ◽  
Fauziatul Fajaroh ◽  
Naif Mastoor Alsulami
Keyword(s):  
Learning Strategies ◽  
Effect Size ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Control Group ◽  
Higher Order Thinking Skills ◽  
Inquiry Based Learning ◽  
Significant Difference ◽  
Post Test

This study investigates the effect of inquiry-based learning with socio-scientific issues on students' higher-order thinking skills in the first year based on chemistry topics. This study used a quasi-experiment design as a method. A sample of 96 students in three classes was selected and was divided into two groups. An experimental group used two classes (68 students) that received the instruction by inquiry-based learning with socio-scientific issues, while the control group (28 students) received instruction using verification learning. The data were collected using pretest and post-test. The results were analyzed using SPSS 16.0 for windows software by employing ANOVA and effect size. This study showed that the experimental groups have a higher score in Higher Order Thinking Skills than the control group students, and there was a significant difference between the experimental groups and the control group with a large effect size. Thus, this study concluded that inquiry-based learning with socio-scientific issues helps conduct the classroom's learning strategies to improve students' higher-order thinking skills.

scholarly journals Inquiry-Based Learning Model to Improve Higher Order Thinking Skills

2018 ◽  
Vol 14 (7) ◽  
pp. 39 ◽  
Author(s):  
Makrina Tindangen
Keyword(s):  
Quantitative Research ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Higher Order ◽  
Control Group ◽  
Research Subjects ◽  
Higher Order Thinking Skills ◽  
Inquiry Based Learning ◽  
Scientific Report

This study aims to present ways of implementing inquiry- learning model with the use of scientific reports to improve teachers’ understanding and ability on teaching biology at secondary level. The quantitative research method is quasi-experiment design with pre-test and post-test control group. The research instrument for collecting data of students’ higher order thinking skills is scoring rubrics for assessing abilities on developing and presenting a scientific report. The instruments for assessing teachers’ skills are teacher observation sheets over inquiry-based learning scientific report using an induction method. The research subjects consist of 4 biology teachers and 80 of grade 10 students from Public Secondary School 3 Samarinda.The teachers are all female; while from 80 students, 53 of them are female and the rest 27 are male. The students’ age ranges from 16 to 18 years old. The research lasted for 1 month.Analysis of data uses t test, that if toutcome is higher than ttable, the inquiry-based learning model using scientific reports does affect students’ higher order thinking skills. Data analysis is composed in tabulation format with several graded categories: inadequate, sufficient, good and excellent. The result of the study is that higher order thinking skills of students are increasing in numbers and more equal compared with classes taught by teachers who did not follow the inquiry-based learning model workshop and presentation. The inquiry-based learning model was applied via preparation and presentations of scientific reports after the students carry out practical activities through the guidance of student activity worksheets.

scholarly journals Pengaruh Model Problem Based Learning terhadap Higher Order Thinking Skills Peserta Didik

2018 ◽  
Vol 6 (3) ◽  
pp. 371
Author(s):  
Febry Royantoro ◽  
Mujasam Mujasam ◽  
Irfan Yusuf ◽  
Sri Wahyu Widyaningsih
Keyword(s):  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Control Group ◽  
Control Group Design ◽  
Higher Order Thinking Skills ◽  
Group Design ◽  
Equivalent Control ◽  
Conventional Models

Higher Order Thinking Skills (HOTS) sangat diperlukan oleh peserta didik guna meningkatkan kemampuannya dalam mengatasi masalah pembelajaran. Hasil observasi menunjukkan bahwa masih banyak peserta didik di SMA Negeri 1 Manokwari yang mengalami kesulitan dalam memahami konsep fisika yang menurut mereka rumit. Salah satu model pembelajaran yang dapat melatih kemampuan berpikir peserta didik atau HOTS melalui penyelesaian masalah yaitu Problem Based Learning (PBL). Tujuan penelitian ini adalah menganalisis apakah terdapat pengaruh yang signifikan HOTS peserta didik yang diajar menggunakan model PBL dengan yang diajar menggunakan model konvensional. Metode yang digunakan yaitu Quasi Eksperimental dengan Non Equivalent Control Group Design. Teknik purposive sampling digunakan dalam pemilihan sampel yaitu Kelas XI IPA 2 sebagai kelas eksperimen yang berjumlah 24 orang dan kelas XI IPA 5 sebagai kelas kontrol yang berjumlah 32 orang. Hasil analisis uji prasyarat diperoleh bahwa data nilai HOTS peserta didik tidak terdistribusi normal dan tidak homogen sehingga dilakukan uji non parametrik wilcoxon. Nilai rata-rata HOTS peserta didik pada kelas eksperimen dan kontrol ditinjau dari aspek kognitif menganalisis 35,6 dan 32,6, mengevaluasi 60,8 dan 63,3, serta mengkreasi 32,3 dan 16,9. Nilai signifikansi uji wilcoxon sebesar 0,000 (sig 2-tailed < 0,05) yang menunjukkan bahwa terdapat pengaruh yang signifikan HOTS peserta didik yang diajar menggunakan model PBL dengan yang diajar menggunakan model konvensional. Dapat disimpulkan bahwa model pembelajaran PBL berpengaruh terhadap HOTS peserta didik. Higher Order Thinking Skills (HOTS) is needed by students to improve their ability to overcome learning problems. The results of the observation show that there were still many students in SMA Negeri 1 Manokwari who have difficulties in understanding the concept of physics which they think is complicated. One learning model that can train students' thinking skills or HOTS through problem solving is Problem Based Learning (PBL). The purpose of this study was to analyze whether there was a significant influence of HOTS students that were taught using PBL models with those taught using conventional models. The method used was Quasi-Experimental with Non-Equivalent Control Group Design. The purposive sampling technique was used in the selection of samples, namely Class XI Science 2 as an experimental class totalling 24 people and class XI IPA 5 as a control class totalling 32 people. The results of the prerequisite test analysis showed that the HOTS valuesof students were not normally distributed and were not homogeneous so that the non parametric test of Wilcoxon was carried out. The average score of HOTS of students in the experimental and control classes viewed from the cognitive aspect analyzed 35.6 and 32.6, evaluated 60.8 and 63.3, and created 32.3 and 16.9. Wilcoxon tested significance value was 0,000 (sig 2-tailed <0,05) which shows that there was a significant influence of HOTS students that were taught using PBL models with those taught using conventional models. It can be concluded that PBL learning models affect HOTS students.

scholarly journals Higher-order thinking skills based on Marzano taxonomy in basic biology I course

2019 ◽  
Vol 5 (3) ◽  
Author(s):  
Metri Dian Insani ◽  
Novida Pratiwi ◽  
M. Muhardjito
Keyword(s):  
Decision Making ◽  
Error Analysis ◽  
Deductive Reasoning ◽  
Inductive Reasoning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Optimal Level ◽  
Higher Order ◽  
Moderate Level ◽  
Higher Order Thinking Skills

This research was aimed at profiling student’s thinking skills in dealing with Higher-Order Thinking Skills (HOTS) questions based on Marzano taxonomy by referring to 13 indicators. This pre-experimental research employed pretest-posttest design. The indicators included were comparison, classification, deductive reasoning, inductive reasoning, error analysis, construction, analysis perspective, abstraction, decision making, investigation, problem solving, inquiry experiment, and innovation finding. The instrument used was a 13-essay question (r-Pearson= 0.79 and Cronbach alpha = 0.68). The data gained from 98 students of Natural Science Education was then analyzed using paired t-test. The results showed the significant different between pre-test and posttest (sig. <0.01). As many as four HOTS indicators (i.e. deductive reasoning, error analysis, construction, and abstraction) were categorized as low level. Meanwhile, the eighth HOTS indicators were categorized as moderate level, namely: comparison, inductive reasoning, analysis perspective, decision making, investigation, solving problem, inquiry experiment, and innovative finding. In addition, the classification indicator was considered in high level in the end of the course. It can be concluded that, in general, students’ HOTS are still in moderate level. Thus, the proper strategies should be designed to improve this condition into the optimal level.

scholarly journals PROBLEM SOLVING BERBANTUAN APLIKASI PINTAR SMART CHEMISTRY MELALUI SMARTPHONE UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR TINGKAT TINGGI DAN HASIL BELAJAR

Vidya Karya ◽  
2021 ◽  
Vol 35 (1) ◽  
pp. 1
Author(s):  
Husnul Khotimah ◽  
Rilia Iriani ◽  
Abdul Hamid
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Control Group ◽  
Control Group Design ◽  
Higher Order Thinking Skills ◽  
Purposive Sampling ◽  
Skills Learning

Abstract. This study aims to determine whether there are any differences in the students’ achievement of higher order thinking skills and the student learning outcomes through the application of problem solving learning assisted by smart chemistry applications on stichiometry. The population was 105 students of X MIPA SMAN 11 Banjarmasin. The sampling technique was conducted by  purposive sampling with 2 experimental classes and 1 control class. Each class consisted of 35 students. The method used was quasi-experimental with a nonequivalent control group design. The data collection was gathered using test and non-test techniques. The data analysis technique used was descriptive and inferential analysis techniques using one way ANAVA test. The results showed that higher order thinking skills, learning outcomes, knowledge, skills and attitudes of the experimental class were better than the control class.Keywords: problem solving, smart chemistry, higher order thinking skills, learning outcomes, stoichiometry.Abstrak. Penelitian ini bertujuan untuk mengetahui ada tidaknya perbedaan pencapaian keterampilan berpikir tingkat tinggi dan hasil belajar peserta didik, melalui penerapan pembelajaran problem solving berbantuan aplikasi smart chemistry pada topik stikiometri. Populasi penelitian yaitu sebanyak 105 peserta didik X MIPA SMAN 11 Banjarmasin. Pengambilan sampel dilakukan melalui teknik purposive sampling dengan 2 kelas eksperimen dan 1 kelas kontrol. Masing-masing kelas terdiri dari 35 peserta didik. Metode yang digunakan adalah eksperimen semu dengan desain nonequivalent control group. Pengumpulan data menggunakan teknik tes dan nontes. Teknik analisis data yang digunakan yaitu teknik analisis deskriptif dan inferensial menggunakan uji ANAVA 1 jalur. Hasil penelitian menunjukkan bahwa keterampilan berpikir tingkat tinggi, hasil belajar pengetahuan, keterampilan dan sikap dari kelas eksperimen lebih baik dari kelas kontrol.Kata kunci: problem solving, smart chemistry, keterampilan berpikir tingkat tinggi, hasil belajar, stoikiometri.

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