scholarly journals Kemampuan Berpikir Kreatif Matematis

Eksponen ◽  
2019 ◽  
Vol 9 (2) ◽  
pp. 20-26
Author(s):  
Darwanto Darwanto
Keyword(s):  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Mathematical Ability ◽  
Higher Order Thinking Skills ◽  
Thinking Ability ◽  
The Future ◽  
Creative Thinking Ability

Facing the era of disruption that is happening right now, learning done for students must lead to the development of higher-order thinking skills. This abilityis one of the provisions for participants to face competition in the future. Mathematical creative thinking ability is one of the higher order thinking abilities in mathematical ability.

Towards a higher order thinking skills-oriented translation competence model

2021 ◽  
Author(s):  
Shuxin Tan ◽  
Young Woo Cho
Keyword(s):  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Underlying Assumption ◽  
Higher Order Thinking Skills ◽  
Thinking Dispositions ◽  
Thinking Ability ◽  
Creative Thinking Ability ◽  
Tc Model

Abstract This article aims at exploring translation competence (TC) from the perspective of higher-order thinking skills (HOTS), and developing a HOTS-oriented TC model accordingly. The underlying assumption is that the translation competence needed to solve ill-structured translation problems is highly integrated HOTS in essence. Based on this assumption, a framework for HOTS-oriented TC is presented, using features from the PACTE group’s TC model, and combining it with HOTS-specific features. Subsequently, a HOTS-oriented TC model is constructed, which consists of three interrelated parts: HOTS (i.e., translation problem-solving ability, translation decision-making ability, translation creative-thinking ability, and translation critical thinking ability); translation knowledge, and translation thinking dispositions. Additionally, two other assumptions are made as scaffolding to support our HOTS-oriented TC model. Finally, implications for TC studies and translation pedagogy are provided.

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 PENGARUH PENDEKATAN PEMBELAJARAN BRAIN BASED LEARNING (BBL) TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIKS TERHADAP SISWA

2021 ◽  
Vol 1 (4) ◽  
pp. 245-251
Author(s):  
IDA FARIDA
Keyword(s):  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order Thinking Skills ◽  
Thinking Ability ◽  
The Subject ◽  
Brain Based Learning ◽  
Creative Thinking Ability ◽  
The Brain ◽  
Cluster Random Sampling

Facing the current era of disruption, learning done for students must lead to the development of higher order thinking skills. This ability is one of the provisions for participants to face competition in the future. Mathematical creative thinking ability is one of the higher order thinking skills in mathematical abilities. Students' mathematical creative thinking ability is still low and lacks attention in the implementation of mathematics learning. This issue requires effort to resolve the issue. One of the efforts that teachers can make to develop creative thinking skills is to apply the Brain Based Learning learning model. This study aims to describe the development of students' mathematical creative thinking skills through the Brain-Based Learning Model. The participants were six students who were selected from 80 grade VII students at SMP Negeri 1 Pamarayan. The method used is an experimental method with two classes, namely the experimental class which is treated with learning the concept of flat shapes with a Brain Based Learning approach and the control class which is treated with conventional methods. A sample of 80 students was taken using the Cluster Random Sampling technique. The instrument used is the students' mathematical creative thinking ability on the subject of flat shapes. The results of calculations using the t-test formula, the results obtained that the t count is 7.291. It is greater than t table 1.994 at the significance level ? = 0.05. Thus, it can be stated that the use of the Brain Based Learning approach has a significant effect on students' creative thinking skills in mathematics. the subject of flat wake in class VII SMP Negeri 1 Pamarayan ABSTRAKMenghadapi era disrupsi yang terjadi saat ini, pembelajaran dilakukan untuk siswa harus mengarah pada pengembangan keterampilan berpikir tingkat tinggi. Kemampuan ini merupakan salah satu bekal bagi peserta untuk menghadapi persaingan di masa yang akan datang. Kemampuan berpikir kreatif matematis merupakan salah satu kemampuan berpikir tingkat tinggi dalam kemampuan matematika. Kemampuan berpikir kreatif matematis siswa masih rendah dan kurang perhatian dalam pelaksanaan pembelajaran matematika. Masalah ini membutuhkan upaya untuk mengatasi masalah. Salah satu upaya yang dapat dilakukan guru untuk mengembangkan kreativitas kemampuan berpikir adalah dengan menerapkan model pembelajaran Brain Based Learning. Studi ini bertujuan mendeskripsikan perkembangan kemampuan berpikir kreatif matematis siswa melalui Model Pembelajaran Berbasis Otak. Peserta adalah enam siswa yang dipilih dari 80 siswa kelas VII di SMP Negeri 1 Pamarayan. metode yang digunakan adalah metode eksperimen dengan dua kelas, yaitu kelas eksperimen yang diberi perlakukan pembelajaran konsep bangun datar dengan pendekatan pembelajaran Brain Based Learning dan kelas kontrol yang diberi perlakuan dengan metode konvensional. Sampel berjumlah 80 siswa, diambil dengan menggunakan teknik Cluster Random Sampling. Instrumen yang digunakan adalah kemampuan berpikir kreatif matematika siswa pada pokok bahasan bangun datar. Hasil perhitungan dengan menggunakan rumus uji-t, hasilnya diperoleh t hitung sebesat 7,291 Lebih besar dari pada t tabel 1,994 pada taraf signifikasi  = 0,05 dengan demikian, dapat dikemukakan bahwa penggunaan pendekatan pembelajaran Brain Based Learning berpengaruh signifikan kemampuan berpikir kreatif matematika siswa pada pokok bahasan bangun datar dikelaas VII SMP Negeri 1 Pamarayan

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 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 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 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.

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