scholarly journals Identifying the Information Literacy Competency Standards for Teachers

2021 ◽  
Vol 8 (2) ◽  
pp. 119-126
Author(s):  
Ruuhina Binti Mohd Sani ◽  
Arumugam Raman
Keyword(s):  
Information Literacy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Three Dimensions ◽  
Ministry Of Education ◽  
Higher Order Thinking Skills ◽  
Literacy Standards ◽  
Basic Competency ◽  
Conceptual Paper ◽  
Ict Infrastructure

In line with the ministry of education to enhance students’s higher order thinking skills; teachers should take advantage of ICT use in classroom. The main purpose of this conceptual paper is to discuss the elements of information literacy competence for teachers in Malaysia. The literature review on existing standard competency literacy will be basis of this discussion. The ministry want to ensure that basic ICT infrastructure are in place throughout the system and the main priority is that all teachers have basic competency in ICT. Based on proposed framework, it is presumed that there were three dimensions related to information literacy competence (knowledge, skills and attitude). Keywords: ICT, Information literacy competence, ICT Competency Literacy Standards.

scholarly journals Analyzing a Pre-Service EFL Program through the Lenses of the CLIL Approach at the University of Cuenca-Ecuador

2018 ◽  
Vol 11 (1) ◽  
pp. 65-86 ◽  
Author(s):  
Juanita Argudo ◽  
Mónica Abad ◽  
Tammy Fajardo-Dack ◽  
Patricio Cabrera
Keyword(s):  
Learning Strategies ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Three Dimensions ◽  
Integrated Learning ◽  
Writing Assignments ◽  
Higher Order Thinking Skills ◽  
Development Of Language ◽  
The University

The recent application of Content and Language Integrated Learning programs in higher education provides an extensive area for research due to the quick implementation of English as the medium of instruction for university programs, as well as to the need of university students around the world to communicate through English and to try different learning strategies and methodologies than the ones they used to work with. This study aimed to estimate the extent to which the English as a Foreign Language (EFL) program at the University of Cuenca designed for students who wish to become EFL teachers complies with the principles of the Content and Language Integrated Learning approach. The 121 participants of this study were students from the fourth, fifth, and seventh semesters of the program. A general proficiency English test was administered to these students; some writing assignments to evaluate the development of Higher Order Thinking Skills were considered; and a survey to inquire about students’ perceptions on the development of language, content, and Higher Order Thinking Skills in their content subject classes was also applied. The findings revealed that 52% of the students are between A1 and A2 level according to the Common European Framework of Reference for Languages; this means that they do not have the necessary linguistic conditions to take content subjects. It seems that the parameters teachers used to plan their classes do not consider the three dimensions of this approach (content, language, and procedures); therefore, students are not developing these dimensions simultaneously.

scholarly journals Relevance Of Bahasa Indonesia Main Materials With HOTS (Higher Order Thinking Skills)

2020 ◽  
Vol 12 (1) ◽  
pp. 83-96
Author(s):  
Rina Rahmi ◽  
Iin Nurhalizha ◽  
Nasrin Nabila
Keyword(s):  
Subject Matter ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Primary Data ◽  
Ministry Of Education ◽  
Higher Order Thinking Skills ◽  
Primary Data Source ◽  
Data Source ◽  
Human Thinking ◽  
High Order Thinking

This article aims to analyze the relevance of Bahasa Indonesian subject matter revised of 2017 Integrated Thematic book for Grade IV at semester one published by the Ministry of Education and Culture (MOEC) with High Order Thinking Skills (HOTS). This research was conducted because HOTS is one of the necessary skills in the 21st century so that the material of Bahasa Indonesian subject matter in the thematic teaching book must be relevant to HOTS because the teaching material is one aspect that affects the implementation of learning activities. A descriptive qualitative was applied to conduct this study. The primary data source was Thematic Books (both for teacher and student) for semester one at Grade IV of primary school. Data were analyzed using a content analysis based on Bloom's taxonomy theory because the theory makes the level of human thinking level from the lowest to the highest. The results showed 27 indicators that contain HOTS, which are five indicators in theme 1, 3 indicators in theme 2, 6 indicators in theme 3, 8 indicators in theme 4, and 5 indicators in theme 5. Bahasa Indonesian subject matter contained in the integrated Grade IV of Revision 2017 published by Kementerian Pendidikan dan Kebudayaan is relevant to HOTS.

scholarly journals Penyusunan soal tes bermuatan lower dan higher-order thinking skills pada guru SMP

2021 ◽  
Vol 4 (3) ◽  
pp. 300
Author(s):  
Ega Gradini
Keyword(s):  
Evaluation Criteria ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Teacher Competence ◽  
Ministry Of Education ◽  
Higher Order Thinking Skills ◽  
Cognitive Levels ◽  
Level 3 ◽  
Structured Test

Training for Junior High School’s teacher on constructing LOTS and HOTS questions aims to (1)improve teacher competence on designing lower and higher-order thinking skills assessment; and (2)provide teachers with an understanding of the formulation of successful test questions and the evaluation criteria set by the Ministry of Education and Culture. The training was given to 31 teachers of SMP IT Cendikia Takengon in stages; (1) pre-training observations; (2) tutorial and practice; (3) assistance; and (4) evaluation. The training conducted on August 14  to October 20, 2020. Based on the results of evaluation and reflection, it is found that; (1) teachers were able to write questions, both multiple-choice and essays questions, following the principles of writing questions; (2) teachers were able to understand and distinguish between cognitive levels (levels 1,2 and 3) and cognitive dimension (C1, C2, C3, C4, C5, and C6); (4) teachers generally have been able to compile HOTS questions although some teachers still have difficulty designing HOTS questions; (5) Teachers understand that HOTS questions are not difficult questions, but level 3 questions that involve reasoning; and (6) teachers understand that structured and non-structured test if properly designed have the potential to measure both lower and higher-order thinking skills.

scholarly journals Pembangunan Modul Kemahiran Berfikir Aras Tinggi di dalam Mata Pelajaran Sains Sekolah Rendah: Analisis Keperluan Guru

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Mohd Nazri Hassan ◽  
Ramlee Mustapha ◽  
Nik Azimah Nik Yusuff ◽  
Rosnidar Mansor
Keyword(s):  
21St Century ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Ministry Of Education ◽  
Higher Order Thinking Skills ◽  
High Level ◽  
Teaching Modules

Teaching Higher Order Thinking Skills (HOTS) has its own challenges and need to be emphasized in the curriculum as it is one of the skills of the 21st century. HOTS is among six main characteristics of students who aspire Ministry of Education to succeed globally. However, studies on the effectiveness of the module KBAT in science subjects still not carried out. Hence, the purpose of this study was to develop and evaluate the effectiveness of teaching modules based on higher order thinking skills in science subjects in primary schools. The first phase of this study is to identify the needs of teachers of science on higher-order thinking skills module. The needs analysis also aims to determine the need and willingness of teachers to KBAT module in the teaching of science in primary schools. The initial analysis is carried out based on the protocol requirements interview involving 6 teachers teaching science subjects in six primary schools. The results showed that the willingness of teachers in the implementation and knowledge is minimal. Teachers are also not mastered the skills to integrate elements of higher order thinking skills in science teaching. Students facing dificulties to understand the questions as well as the teachers to develop high-level questions are identified problems faced by teachers. The interview data also shows teachers need simple guidance material or HOTS module to use for teaching and learning in the classroom.

scholarly journals Reading Comprehension Question Levels in Grade X English Students’ Book in Light of the Issues of Curriculum Policy in Indonesia

2019 ◽  
Vol 9 (1) ◽  
pp. 44
Author(s):  
Rin Surtantini
Keyword(s):  
Reading Comprehension ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Comprehension Question ◽  
Ministry Of Education ◽  
Curriculum Policy ◽  
Higher Order Thinking Skills ◽  
English Students ◽  
Inferential Comprehension

This article aims at finding out the reading comprehension-question levels as constructed for some chapters of English Students’ Book for Grade X published in 2017 by The Ministry of Education and Culture of Indonesia. The data were taken purposively and analyzed using Barrett’s taxonomy of reading comprehension to examine the levels of comprehension questions provided in the book. While higher-order thinking skills (HOTS) in Bloom’s taxonomy involve students to analyze, to evaluate, and to create, Barrett’s reading comprehension levels exhibit corresponding features, namely inferential comprehension, evaluation, and appreciation. The analysis is to show the corresponse the reading comprehension questions in the book to the current issues of HOTS in the curriculum policy of Indonesia. The results demonstrate that while some of the comprehension questions (21%) comply with the higher level of reading comprehension, the rest (nearly 80%) show lower level of reading comprehension. In response to the implementation of the curriculum policy in Indonesia, teachers need to practice constructing higher levels of comprehension questions that considerably make students get used to think critically

scholarly journals Reliability index of critical thinking among electrical technology teachers

2018 ◽  
Vol 7 (2.29) ◽  
pp. 1069
Author(s):  
Mohd Hizwan Mohd Hisham ◽  
Yusri Kamin ◽  
Muhammad Sukri Saud
Keyword(s):  
Critical Thinking ◽  
Cognitive Skills ◽  
Reliability Index ◽  
Explicit Instruction ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Ministry Of Education ◽  
Higher Order Thinking Skills ◽  
Technology Teachers ◽  
The Government

This paper aims to determine the reliability index for critical thinking among electrical technology teachers in vocational colleges. Teachers are the backbone of the education system in technical education and the executor of the policies and goals that have been set by the government through the Ministry of Education. Critical thinking is one of the higher order thinking skills that involves both cognitive skills and dispositions. Empirical research suggest that people begin developing critical thinking at a very young age. Teachers are thus urged to provide explicit instruction in critical thinking to teach how to transfer knowledge critically to students. In order to transfer critical thinking, the teacher should be infused with the sub-skills that contribute to the development of critical thinking.  

scholarly journals ANALYSING HIGHER ORDER THINKING SKILLS ON THE COMPULSORY ENGLISH TEXTBOOK FOR TENTH GRADERS OF INDONESIAN SENIOR HIGH SCHOOLS

2020 ◽  
Vol 5 (2) ◽  
pp. 137-148
Author(s):  
Andi Sukmawijaya ◽  
Wisma Yunita ◽  
Dedi Sofyan
Keyword(s):  
Content Analysis ◽  
High Schools ◽  
Language Skills ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Ministry Of Education ◽  
Higher Order Thinking Skills ◽  
Tenth Graders ◽  
The Republic

This study aimed to ascertain proportion of Higher Order Thinking Skills (HOTS) based on the revised edition of Bloom’s Taxonomy in the language skills and language knowledge of tasks in the textbook of “Bahasa Inggris of class ten employed in senior, vocational and Islamic senior high schools published by the Ministry of Education of the republic of Indonesia and its relevancy to the 2013 curriculum. By employing a content analysis research design, this study employed content cards as the instrument for analysing the textbook, in which two techniques were used to administer the data, namely content analysis and documentation. The data were analysed qualitatively using Brookhart including compiling, disassembling, reassembling, interpreting and concluding. Results turned out that the proportion of HOTS in language skills is integrated well. In addition, the content of higher-order thinking skills in tasks of the compulsory English textbook of “Bahasa Inggris of class ten employed in senior, vocational and Islamic senior high schools” is relevant to the 2013 curriculum. It has fulfilled the standard suggested by the Decrees of the Ministry of Education. It is recommended that the teachers need to train students extensively on the implementation of the HOTS to achieve the goals targeted in the 2013 curriculum well.

திருக்குறள் கற்றலின் வழி படிவம் 2 மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்துதல் [THIRUKKURAL KADRALIN VALI PADIVAM 2 MAANAVARKALIN UYARNILAIC SINTANAIT THIRANAI MEEMPADUTTUYAL] (IMPROVING THE LEVEL OF HOTS (HIGHER ORDER THINKING SKILLS) OF FORM 2 STUDENTS BY LEARNING THIRUKKURAL)

2019 ◽  
pp. 96-110
Author(s):  
Renita Prera Winsen
Keyword(s):  
Quantitative Data ◽  
Higher Order Thinking ◽  
Literary Work ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Qualitative And Quantitative ◽  
Revised Bloom's Taxonomy ◽  
Post Test ◽  
Data Collections

பேராக் மாநிலத்தில் தைப்பிங் மாவட்டத்தில் அமைந்துள்ள ஓர் இடைநிலைப்பள்ளியில் திருக்குறள் கற்றலின் வழி படிவம் 2 மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்தும் முயற்சியில் ஆய்வு மேற்கொள்ளப்பட்டது. தேர்ந்தெடுக்கப்பட்ட 10 மாணவர்கள் இந்த ஆய்வில் உட்படுத்தப்பட்டனர். திருக்குறளில் மாணவர்களின் ஆளுமையைக் கண்டறிய அந்த இடைநிலைப்பள்ளியின் தமிழாசிரியரிடம் நேர்காணல் நடத்தப்பட்டது. மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்த படிவம் 1 மற்றும் படிவம் 2-இல் வரையறுக்கப்பட்ட ஆறு திருக்குறள்கள் தேர்தெடுக்கப்பட்டன. தேர்ந்தெடுக்கப்பட்ட திருக்குறள்கள் யாவும் சீரமைக்கப்பட்ட புளூமின் அறிவுசார் முறைப்பாட்டியலின் துணைக்கொண்டு பலதரப்பட கேள்விகள் தயாரிக்கப்பட்டது. ஆறு வாரத் திருக்குறள் வகுப்பிற்குப் பின் இக்கேள்விகள் யாவும் மாணவர்களுக்கு வழங்கப்பட்டன. கேள்விக்கான பதில்களிலிருந்து மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனில் ஏற்பட்ட மாற்றங்கள் கண்டறியப்பட்டது. ஆய்வின் முடிவாக, முறையான திருக்குறள் கற்றலின் வழி மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்த முடியும் என்பது உறுதிச் செய்யப்பட்டது. (This study has been conducted with the purpose of improving the level of HOTS (Higher order thinking skills) of Form 2 students through learning Thirukkural. For this study, the Thirukkural, a well-known literary work of Tamil Language was taken. Thus, this research was carried out in a secondary school which is located at Taiping, Perak. The research was carried out under the design of action research. The sample of this study consisted of ten Form 2 students. Besides that, a teacher also interviewed in order to know the students' personality in learning Thirukkural. In this research, the learning process of Thirukkural approach was implemented for 6 weeks. There are 6 couplets of Thirukkural selected according to the syllabus of Form 1 and Form 2. This six couplets of Thirukkural used to test the level of HOTS. The questions were created based on Thirukkural, according to Revised Bloom's Taxonomy. The data of the study was collected through pre-test, the questions asked in Thirukkural classes and post-test via qualitative and quantitative data collection tools. The findings obtained through qualitative and quantitative data collections showed that the level of HOTS through learning Thirukkural among Form 2 students has improved.)

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