scholarly journals STUDI KOMPARASI KMA NO. 183 TAHUN 2019 DENGAN KMA NO. 165 TAHUN 2014 TENTANG PEDOMAN KURIKULUM 2013 MATERI PAI DAN BAHASA ARAB

2022 ◽  
Vol 2 (1) ◽  
pp. 16-24
Author(s):  
MOCHAMMAD SHOFWAN HIDAYATULLOH ◽  
MARDIYAH MARDIYAH
Keyword(s):  
Higher Order Thinking ◽  
Arabic Language ◽  
Thinking Skills ◽  
Higher Order Thinking Skills ◽  
Knowledge And Skills ◽  
Curriculum Changes ◽  
The World ◽  
Curriculum Guidelines ◽  
Assessment Techniques ◽  
Changing Times

  In the world of education, it is very common for curriculum changes to be carried out with various considerations in accordance with changing times. In line with changes in the curriculum in Indonesia, the Ministry of Religion also issued a new curriculum written in KMA No. 183 of 2019 replacing KMA No. 165 of 2014 concerning 2013 curriculum guidelines for PAI and Arabic language materials. In KMA No. 165 of 2014 and KMA No. 183 of 2019, it is stated that the basic framework of the Madrasah Curriculum (PAI and Arabic) has been developed on philosophical, sociological, psycho-pedagogical, and juridical basis. Regarding the assessment of PAI and Arabic, KMA No. 183 of 2019, still has some similarities with KMA No. 165 of 2014, among others, assessment objectives, assessment principles, assessment methods, assessment techniques and tools as well as assessment aspects (attitudes, knowledge and skills). However, the highlight of KMA No. 183 of 2019 is the assessment of aspects of knowledge that require higher-order thinking skills or HOTS which has never been discussed at KMA No. 165 of 2014 before. ABSTRAKDalam dunia pendidikan sangat lumrah jika perubahan kurikulum terus dijalankan dengan berbagai pertimbangan sesuai dengan perubahan zaman. Sejalan dengan perubahan kurikulum di Indonesia, Kementerian Agama juga mengeluarkan kurikulum baru yang tertulis dalam KMA No. 183 tahun 2019 menggantikan KMA No. 165 tahun 2014 tentang pedoman kurikulum 2013 materi PAI dan Bahasa Arab. Dalam KMA No. 165 Tahun 2014 dan KMA No. 183 Tahun 2019, disebutkan bahwa kerangka dasar Kurikulum Madrasah (PAI dan Bahasa Arab) telah dikembangkan atas dasar falsafah, sosiologi, psiko-pedagogis, dan yuridis. Terkait penilaian PAI dan Bahasa Arab, KMA No. 183 Tahun 2019, masih memiliki beberapa kesamaan dengan KMA No. 165 Tahun 2014, antara lain tujuan penilaian, prinsip penilaian, metode penilaian, teknik dan alat penilaian serta aspek penilaian (sikap, pengetahuan dan keterampilan). Namun yang menjadi sorotan dari KMA No 183 Tahun 2019 ini adalah penilaian aspek pengetahuan yang membutuhkan kemampuan berpikir tingkat tinggi atau HOTS yang belum pernah dibahas di KMA No 165 Tahun 2014 sebelumnya.

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.

An Open Source Self-Assessment Platform as Technological Tool for Distance and Open Education Learners

2018 ◽  
Vol 39 (1) ◽  
pp. 89-108
Author(s):  
Simon-Peter Kafui Aheto ◽  
Johannes C. Cronjé ◽  
Dick Ng'ambi
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Open Education ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Higher Order Thinking Skills ◽  
Teacher Student ◽  
Assessment Techniques ◽  
Directed Learning ◽  
Technological Tool

This paper explores the use of the WikiEducator E-quiz platform as an educational tool to enhance self-assessment techniques applied by distance and open education learners. Anderson’s Model explains six different types of interaction: student-student, student-teacher, student-content, teacher-teacher, teacher-content and content-content. The model has a number of intertwining links with higher order thinking skills—analysis, evaluation and creating—of Bloom’s Digital Taxonomy. Most of the learner-participants in this pilot study presented in this paper were privileged to have access to a computer, mobile phone and Internet, that enabled them to access, edit and add content to the E-quiz platform. A review of literature involved two main topics, namely self-directed learning and self-assessment. This study was qualitative in nature and conducted at a university in Ghana. Initially, Bower’s affordances analysis was used to test the efficacy and appropriateness of the WikiEducator E-quiz platform for distance education. The affordances analysis not only assisted in analysing the platform and the tasks to achieve, but also identified the gaps. Learners who used the platform critiqued and reflected on the platform from their own perspectives. Two of the principal author’s colleagues were instrumental in offering their opinions of the platform from a teacher’s lens.

Environmental Literacy: Providing an Interdisciplinary Context for Young Children

2000 ◽  
Vol 1 (2) ◽  
pp. 201-208 ◽  
Author(s):  
Carole Basile ◽  
Cameron White
Keyword(s):  
Environmental Education ◽  
Young Children ◽  
Content Knowledge ◽  
Environmental Literacy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Opportunities ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
The World

This article outlines the benefits of developing a program considering environmental education in which children are engaged in learning opportunities that connect to their lives and interests. The authors contend that reform efforts generally focus on the application of content knowledge by using higher order thinking skills and encourage connections to be made with the world beyond the classroom. The article includes examples which highlight that environmental literacy is particularly appropriate for emphasizing the world beyond the classroom, for developing depth of understanding and content knowledge, and opportunities to use higher order thinking skills

scholarly journals Teaching Practices of EFL Teachers and the Enhancement of Creative Thinking Skills among Learners

2021 ◽  
Vol 2 (2) ◽  
pp. 153-166
Author(s):  
Thouqan Saleem Masadeh
Keyword(s):  
Creative Thinking ◽  
Teaching Experience ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Main Concern ◽  
Higher Order Thinking Skills ◽  
Efl Learners ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
The World

Development of students' creativity has been a prerequisite for the survival in this fast-changing technological age. Enhancement of learners' higher-order thinking skills should be the main concern of education systems around the world. Therefore, the present study aims to survey EFL teachers' knowledge about creative thinking, the activities they practice to enhance creative thinking skills. It also aims to understand EFL teachers' perceptions about the importance of creative thinking activities in promoting EFL learners' creativity. Moreover, it aims to check if there are significant differences between participants' perceptions due to teaching experience and stage. A total of 56 teachers took part in the present study through responding to a questionnaire developed to achieve the aims. Results revealed EFL teachers' lack of knowledge of creative thinking skills. Nevertheless, they showed that they "Often" practice creative thinking activities in classroom. Results also indicated that these activities were perceived "Important" for the enhancement of EFL learners' creative thinking skills.

scholarly journals Inculcation of Higher Order Thinking Skills (HOTS) in Arabic Language Teaching at Malaysian Primary Schools

2016 ◽  
Vol 07 (02) ◽  
pp. 307-314 ◽  
Author(s):  
Mohd Yusri Kamarudin ◽  
Nik Mohd Rahimi Nik Yusoff ◽  
Hamidah Yamat ◽  
Kamarulzaman Abdul Ghani
Keyword(s):  
Primary Schools ◽  
Language Teaching ◽  
Higher Order Thinking ◽  
Arabic Language ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

scholarly journals Faáliyah al-Tadribat 'ala Asas Maharat al-Tafkir al-Úlya fi Ta’lim al-Qiraáh al-Árabiyyah

2021 ◽  
Vol 5 (2) ◽  
pp. 289
Author(s):  
Tika Mardiyah ◽  
Umi Machmudah ◽  
Abdul Wahab Rosyidi
Keyword(s):  
Alternative Hypothesis ◽  
Language Education ◽  
Higher Order Thinking ◽  
Arabic Language ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Gain Score ◽  
Post Test ◽  
Effective Level

This study aimed to determine the effectiveness of using exercises based on higher-order thinking skills in teaching reading. The type of this research was quantitative using a pre-experimental design with one group pre-test post-test. The research samples were forty students from all students at the third level of Arabic Language Education Department at the State Islamic University of Tulungagung. Data analysis was carried out using the statistical program SPSS 22 with paired sample T-Test and N-Gain Score. The results of this study indicated the following: (1) the higher-order thinking skills applied in Arabic reading exercises included the analysis level, evaluation and creativity in the formats of multiple choice, essay, true and false, pairing, completion, and work questions; (2) The results showed that there was a difference between the results of the pre-test and post-test with a Sig (2-tailed) value of 0.00; T-count was lower than than T-table; and the N-Gain Score value was of 0.61. It indicated that the alternative hypothesis (H1) was accepted, and the exercise was at a moderately effective level. The finding of this research demonstrated that the exercises based on higher-order thinking skills were effective in improving students’ thinking skills in teaching Arabic reading.

Thinking skills in the book of rhetoric and application for the fifth literary class

2021 ◽  
Vol 26 ◽  
pp. 244-272
Keyword(s):  
Analytical Approach ◽  
Higher Order Thinking ◽  
Arabic Language ◽  
Thinking Skills ◽  
School Curriculum ◽  
Advanced Age ◽  
Fifth Grade ◽  
Advanced Stage ◽  
Negative Aspect ◽  
Higher Order Thinking Skills

This research aims to find out the availability of thinking skills in rhetoric books for the fifth grade literary, and to achieve the goal of the research, the researcher followed the descriptive and analytical approach, so she prepared a questionnaire that included one hundred thinking skills, and the research reached several results, the most important of which were: 1. Twenty out of a total of 100 thinking skills were available in the book of rhetoric for the fifth grade literary by only 20%, which represents neglect of the thinking skills of the book's authors. 2. The lower or lower thinking skills occupied the first ranks in the ranking of the skills available in the book of rhetoric, which represents a negative aspect, as the book intended knowledge and recollection skills over the rest of the thinking skills, which is not suitable for this advanced age of the learners. At the end of the research, the researcher recommends several recommendations and suggestions, the most important of which are: 1.Supporting the school curriculum with thinking skills, especially for the middle school, which represents an advanced age and intellectually advanced stage 2.To suggest a number of exercises that develop higher-order thinking skills of learners 3.Conducting a similar study for other header materials other than the Arabic language Key words: thinking skills, rhetoric and application book, literary fifth grade

scholarly journals Higher Order Thinking Skills (HOTS) dalam Pembelajaran Bahasa Inggris SD/MI di Era Revolusi Industri 4.0

2019 ◽  
Vol 7 (2) ◽  
pp. 323
Author(s):  
Ulva Fatiya Rosyida
Keyword(s):  
Elementary School ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
The World ◽  
Young Students

<p align="center"><em>Abstract</em></p><p><em>Today, English for students of Elementary School is not included in the curriculum. It has been only taught as an additional subject or Mulok. This policy should be revised since Indonesia has been going towards 4.0 Industry Revolution Era. In this era, there is a blended global digital interaction between online and industry. Here, English is really needed for getting and sharing information around the world. Therefore, preparing young students with English is very crucial. Besides, they should have Higher Order Thinking Skills or HOTS to face this era. Having English skill and HOTS, the Indonesian students and people are ready to compete with all competitors around the world</em>.</p><p> </p>

Pembelajaran PAI Berbasis Higher Order Thinking Skills

2021 ◽  
Vol 7 (3) ◽  
pp. 275
Author(s):  
Rudiyanto Rudiyanto ◽  
Rifqi Afif El Ayyubi ◽  
Nuris Irmayanti ◽  
Sayati Sayati
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Research Data ◽  
Learning System ◽  
Student Interest ◽  
Higher Order Thinking Skills ◽  
Knowledge And Skills ◽  
Data Presentation ◽  
Inhibiting Factors

Higher order thinking menjadi salah satu konsep yang sangat diperlukan pada saat ini karena siswa dituntut untuk berpikir kritis, kreatif, logis, analitis, dan sitematis. Tujuan dari penelitian ini untuk mendiskripsikan pertama, perencanaan pembelajaran PAI berbasis higher order thinking skills di MAN 2 Pamekasan. kedua, pelaksanaan pembelajaran PAI berbasis higher order thinking skills di MAN 2 Pamekasan. ketiga, proses evaluasi pembelajaran PAI berbasis higher order thinking skills di MAN 2 Pamekasan. keempat, faktor pendukung dan penghambat pembelajaran PAI berbasis higher order thinking skills di MAN 2 Pamekasan. Penelitian ini, peneliti menggunakan penelitian kualitatif deskriptif. Pengumpulan data dilakukan melalui wawancara, observasi dan dokumentasi. Dalam menganalisis data peneliti melakukan reduksi data, penyajian data, serta penarikan simpulan. Data yang di peroleh di cek keabsahan datanya melalui trianggulasi sumber dan metode. Hasil penelitian menunjukkan bahwa sistem pembelajaran PAI sudah berorientasi terhadap pemikiran tingkat tinggi dibuktikan dengan Silabus dan RPP. Proses evaluasi pembelajaran PAI menggunakan tiga aspek, yaitu sikap, pengetahuan, dan keterampilan. Adapun faktor pendukungnya ialah ketertarikan siswa sedangkan penghambatnya ialah kurang lengkapnya sarana dan prasarana. Dengan diterapkan pembelajaran berbasis higher order thinking skills diharapkan siswa dapat berpikir lebih luas serta melatih mental siswa untuk aktif dalam kegiatan proses pembelajaran.   Higher order thinking is one of the concepts that is needed at this time because students are required to think critically, creatively, logically, analytically, and systematically. The purpose of this study is to describe first, PAI learning planning based on higher order thinking skills at MAN 2 Pamekasan. second, the implementation of PAI learning based on higher order thinking skills at MAN 2 Pamekasan. third, the process of evaluating PAI learning based on higher order thinking skills at MAN 2 Pamekasan. fourth, the supporting and inhibiting factors for PAI learning based on higher order thinking skills at MAN 2 Pamekasan. In this study, the researcher used descriptive qualitative research. Data was collected through interviews, observation and documentation. In analyzing the data, the researcher carried out data reduction, data presentation, and drawing conclusions. The data obtained is checked for the validity of the data through triangulation of sources and methods. The results showed that the PAI learning system was oriented towards higher-order thinking as evidenced by the syllabus and lesson plans. The process of evaluating PAI learning uses three aspects, namely attitudes, knowledge, and skills. The supporting factor is student interest while the obstacle is the lack of complete facilities and infrastructure. By applying higher order thinking skills-based learning, it is expected that students can think more broadly and mentally train students to be active in the learning process activities.

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