scholarly journals PENGEMBANGAN KURIKULUM DI INDONESIA DALAM MENGHADAPI TUNTUTAN ABAD KE-21

2019 ◽  
Vol 8 (1) ◽  
pp. 1-22
Author(s):  
Diah Rusmala Dewi
Keyword(s):  
Curriculum Development ◽  
21St Century ◽  
Positive Impact ◽  
Rapid Development ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Literature Study ◽  
Higher Order Thinking Skills ◽  
Free Competition

This article aims to examine curriculum development in Indonesia in facing the demands of 21st century competencies. The method used in this research is literature study where the author tries to find, compile and analyze various information through various related sources. The rapid development of information and communication technology as well as free competition between countries in all fields has marked the start of the 21st century. This has implications for the world life that students face today is different and much more complex than the previous era. The results of this study are: 21st century curriculum development requires students to learn more and be proactive so that they have 21st century competencies which include: communication, collaboration, critical thinking and problem solving, creativity and innovation skills and mastery of ICT which require higher order thinking skills or Higher Order Thinking Skills (HOTS). The expected positive impact of this article is an increase in the quality of education in Indonesia so as to create an educated society in the future who is able to face the challenges of an increasingly competitive era.

scholarly journals LANDASAN PSIKOLOGIS PENGEMBANGAN KURIKULUM ABAD 21

2019 ◽  
Vol 8 (1) ◽  
pp. 65-86
Author(s):  
Ahmad Nur Kholik
Keyword(s):  
Curriculum Development ◽  
21St Century ◽  
Positive Impact ◽  
Free Market ◽  
Market Competition ◽  
Rapid Development ◽  
Literature Study ◽  
Free Competition ◽  
The World ◽  
Information And Communication

This article aims to examine the psychology foundations of 21st century curriculum development, because the foundation of psychology is one of the principles in curriculum creation and development. The method used in this research is literature study, collecting, analyzing, processing and presenting books, journals and texts related to the research theme as reference material in the form of literature reports. The rapid development of science and technology and the existence of free market competition between countries has implications for life and of course for the world of education. It is important to conduct a review of the principles of curriculum development, namely the psychological principles of students. The result of this research is that curriculum development must be based not only on philosophy but also based on psychology. In the 21st century with the rapid development of information and communication technology and free competition between countries in all fields will affect the psychology of students, This must be considered by curriculum developers so that orientation is no longer centered on cognitive but more on psychomotor or skills. This is why the foundation of psychology is very important in conducting curriculum development. The positive impact expected in this article for the world of education is for curriculum developers to focus more on the needs of students in the 21st century so that they can compete with other countries.

Teaching Amidst Unexpected Unknowns

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.

scholarly journals PENGEMBANGAN HIGHER ORDER THINKING SKILLS DALAM PEMBELAJARAN MATEMATIKA DI SMP

2018 ◽  
Vol 1 (1) ◽  
pp. 36-43
Author(s):  
Rafiq Badjeber ◽  
Jayanti Putri Purwaningrum
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
21St Century ◽  
Continuous Process ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Activities ◽  
Higher Order Thinking Skills ◽  
Problem Solvers

21st century mathematical learning emphasizes the importance of developing creativity, critical thinking, cooperation and communication skills. The aims of Mathematics are to trained students to think critically, systematically, logically, analytically, and creatively and have an effective willingness to work which is a Higher Order Thinking Skills. The development of Higher Order Thinking Skills (HOTS) in learning is one manifestation of the implementation of the 2013 curriculum, so that learning and evaluation activities carried out should be oriented to HOTS. HOTS especially in mathematics was born from a continuous process and not only results oriented. A continuous and consistent process is needed to train and familiarize students. This should start from the beginning of the learning activities to take place until the completion of even the process of reflection and evaluation. Teachers must be able to facilitate students to become good thinkers and problem solvers

Using Communities of Practice to Identify Competencies

2017 ◽  
pp. 157-167 ◽  
Author(s):  
Mambo G. Mupepi
Keyword(s):  
Communities Of Practice ◽  
21St Century ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Instructional Planning ◽  
Design Development ◽  
Higher Order Thinking Skills ◽  
Competency Based Education ◽  
Competency Based

While there is currently a significant amount of work being done to promote competency-based education (CBE), many efforts are focused on the design, development, administration, and technology of CBE programs. Yet CBE programs will be successful only if they begin with an accurate and comprehensive identification of required competencies and the key performance indicators (KPI) necessary for effective instructional planning and assessment. This continues to be an area of ongoing debate in competency-based education, particularly in regard to the identification of 21st century competencies and those that reflect higher-order thinking skills. This article suggests that communities of practice (COP) can be integral partners in the effort to identify competencies, establish levels of proficiency that support common divisions of labor within industries, and distinguish the novice from the expert.

Using Communities of Practice to Identify Competencies

2021 ◽  
pp. 411-421
Author(s):  
Mambo G. Mupepi
Keyword(s):  
Communities Of Practice ◽  
21St Century ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Instructional Planning ◽  
Design Development ◽  
Higher Order Thinking Skills ◽  
Competency Based Education ◽  
Competency Based

While there is currently a significant amount of work being done to promote competency-based education (CBE), many efforts are focused on the design, development, administration, and technology of CBE programs. Yet CBE programs will be successful only if they begin with an accurate and comprehensive identification of required competencies and the key performance indicators (KPI) necessary for effective instructional planning and assessment. This continues to be an area of ongoing debate in competency-based education, particularly in regard to the identification of 21st century competencies and those that reflect higher-order thinking skills. This article suggests that communities of practice (COP) can be integral partners in the effort to identify competencies, establish levels of proficiency that support common divisions of labor within industries, and distinguish the novice from the expert.

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 Multiliteration and Higher Order Thinking Skills Implications to Education

2019 ◽  
Vol 3 (1) ◽  
pp. 131
Author(s):  
Tatang Syaripudin
Keyword(s):  
21St Century ◽  
Cognitive Process ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Process Skills ◽  
Student Centered ◽  
Higher Order Thinking Skills ◽  
Heuristic Strategies ◽  
Child Centered

<p>This paper aims to describe multiliteration and higher order thinking skills (HOTS) as challenges for 21st century society, as well as their implications to education. 21st century civilization has triggered the development of the meaning of literacy into multiliteration, and requires the public to have cognitive process skills that are classified as higher order thinking skills. Based on analysis of implications, multiliteration and higher order ranking skills have implications to education. Especially in developing thinking process skills, the purpose of education should be directed at developing cognitive process skills at levels C2 through C6. The curriculum is ideally holistic, integrative, child centered and activity centered. The learning approach is student-centered and applies heuristic strategies. In its implementation, it is necessary to apply various models and/or learning methods that require students to do problem solving, think creatively, and cooperate. The teacher acts as a guide and facilitator rather than as an instructor. 21st century teachers ideally have characteristics: permissive, friendly, a guide, open-minded, enthusiastic, creative, socially aware, alert, patient, cooperative and sincere.</p>

scholarly journals The Use of Edutainment in Promoting Higher Order Thinking Skills in ESL Writing among Malaysian University Students

2020 ◽  
Author(s):  
Siti Hamin Stapa ◽  
Nur Izzati Ibaharim
Keyword(s):  
University Students ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Esl Writing ◽  
Higher Order Thinking Skills ◽  
Post Test

The aim of this article is to investigate the perceptions of university students on the use of edutainment in promoting Higher Order Thinking Skills (HOTS) in English as a second language (ESL) writing. 20 diploma students from Malaysia University of Science &amp; Technology (MUST) participated in this study. This study adopts quantitative research design where a set of questionnaires was distributed to the students. Before answering the questionnaire, the students went through a treatment using edutainment. They had to play an online game downloaded from Play Store. They spent 13 weeks playing the game. At the end of the treatment, they had to sit for the post test. Then they were asked to complete the questionnaire. This study is in bringing positive impact to the society starting from the ministry to the students regarding the importance of the edutainment implementation in classroom teaching. The findings reveal that the students perceived that Edutainment has affected the stimulation of higher order thinking skills in their writing. This suggests that edutainment should be incorporated in the teaching and learning English.

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