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 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 Pengembangan Ketrampilan Berpikir Tingkat Tinggi dengan Menggunakan Strategi Metakognitif Model Pembelajaran Problem Based Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 77
Author(s):  
Sucipto Sucipto
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Cognitive Abilities ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Metacognitive Skills ◽  
Higher Order Thinking Skills ◽  
Evaluation Problem

AbstrakSecara umum capaian ketrampilan berpikir tingkat tinggi peserta didik masih rendah dibanding negara lain. Untuk mengembangkan keterampilan berpikir  tingkat  tinggi, pendidik dituntut untuk menciptakan suasana belajar yang  mendukung  dan  menggunakan   strategi pembelajaran. Upaya meningkatkan ketrampilan berpikir peserta didik dapat dilakukan dengan meningkatkan ketrampilan metakognisinya. Ada berbagai jenis strategi metakognitif yang dapat dipilih pendidik, satu diantaranya menggunakan strategi pemecahan masalah (problem solving). Dalam proses pemecahan masalah, individu menggunakan kedua kemampuan kognitif dan keterampilan praktis, yang meliputi kegiatan metakognitif seperti analisis, sintesis dan evaluasi. Pembelajaran  berbasis masalah merupakan pendekatan pembelajaran yang digunakan untuk merangsang berpikir tingkat tinggi siswa dalam situasi yang berorientasi pada masalah yang nyata, termasuk di dalamnya belajar bagaimana belajar. AbstractIn general, higher order thinking skills achievements of learners is still low compared to other countries. To develop higher order thinking skills, educators are required to create a learning atmosphere that supports and use learning strategies. Efforts to improve thinking skills that learners can do to improve metacognitive skills. There are different types of metacognitive strategies that can be selected educators, one of which uses problem solving strategies. In the process of solving problems, individuals using both cognitive abilities and practical skills, which include metacognitive activities such as analysis, synthesis and evaluation. Problem-based learning is an instructional approach used to stimulate students' higher order thinking in situations oriented real problems, including learning how to learn.

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.

Whorkshop penyusunan perangkat pembelajaran berbasis HOTS bagi guru di MA Assawiyah

2021 ◽  
Vol 2 (2) ◽  
pp. 274-282
Author(s):  
Fahrurrozi Fahrurrozi ◽  
◽  
Sri Supiyati ◽  
Lalu Muhammad Fauzi ◽  
Muhammad Khalqi ◽  
...  
Keyword(s):  
Community Service ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Competency Assessment ◽  
Learning Tools ◽  
Test Results ◽  
Integrated Learning ◽  
Higher Order Thinking Skills ◽  
The Government

Since Indonesia participated in the Program for International Students Assessment (PISA) and the Trend in International Mathematics and Science Study (TIMMS) in 2000, the mathematics test results have never been satisfactory. Even until 2018, the results were still unsatisfactory. In other words, the test results are stagnant. To improve the results of these tests, the government has issued a policy of minimum competency assessment (AKM) or known as the Computer-Based National Assessment (ANBK). One of the tests in it is the provision of questions that are included in the Higher Order Thinking Skills (HOTS) category, as are usually given on the PISA and TIMMS tests. Training for teachers in HOTS-integrated learning tools is needed to prepare schools or madrasas to face HOTS-integrated learning. The service partners are all teachers at MA Assawiyah Pringgasela Timur. The community service is on 7-8 August 2021, which 17 teachers attend. The method used is lecture and demonstration. The result of community service activities is that MA Assawiyah teachers gain knowledge about the basic concepts of Higher Order Thinking Skills (HOTS), implementation of HOTS in learning planning, and measuring HOTS in students. This can be seen from the learning tools that have been compiled into the HOTS category.

scholarly journals Environmental Learning based on Higher Order Thinking Skills: A Needs Assessment

2019 ◽  
Vol 1 (1) ◽  
pp. 21 ◽  
Author(s):  
Ilmi Zajuli Ichsan ◽  
Diana Vivanti Sigit ◽  
Mieke Miarsyah
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Teaching Materials ◽  
Learning Materials ◽  
Higher Order Thinking Skills ◽  
Environmental Learning ◽  
Media Learning ◽  
The University ◽  
Descriptive Method

Environmental learning at the school and university levels, often still uses conventional learning. This is a problem, considering the ability of students' Higher Order Thinking Skills (HOTS) is very necessary for the 21st century. The purpose of this study is to do need assessment on learning media, teaching materials, learning materials, worksheets, and learning evaluations used in the learning environment in schools and universities. The study was conducted from November 2017 - January 2019 at several schools in Bekasi and one university in Jakarta. The research method used is descriptive method with data collection techniques using observation and interviews. The results showed that media learning, teaching materials, learning materials, students worksheets, and learning evaluations at various levels were not all based on HOTS. HOTS-based learning has been applied at the university level and senior high school but is still rarely used. This is due to the lack of development in environmental learning. The conclusion of this study is that environmental learning is not all HOTS-based.

scholarly journals Development of Multiliteration and Higher Order Thinking Skills Through Integrated Learning

2019 ◽  
Vol 3 (1) ◽  
pp. 69
Author(s):  
Kurniasih Kurniasih
Keyword(s):  
Cognitive Process ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Project Based Learning ◽  
Learning Approach ◽  
Integrated Learning ◽  
Learning Models ◽  
Literature Study ◽  
Higher Order Thinking Skills

<p>This paper aims to describe integrated learning as a learning approach, which is suggested to be applied in order to develop multiliteration and higher order thinking skills. Multiliteration and higher order thinking skills are needed and must be mastered by the community so that they can actively participate in the 21st century civilization. In this context, education or in its operation is learning to be challenged to be able to develop skills. Based on the literature study, it was concluded that to develop multiliteration and higher order thinking skills, one approach that needs to be applied is the integrated learning approach. There are two things that need to be considered in the application of integrated learning. First, the teacher should formulate learning objectives to develop cognitive process skills at levels C2 through C6. Second, in implementing integrated learning, the teacher ideally applies learning models such as: discover, inquiry, problem based learning, project based learning, cooperative learning models, etc.</p>

scholarly journals THE TEACHER AS THE MOST IMPORTANT MOTIVATIONAL FACTOR IN THE EFL CLASSROOM

2018 ◽  
Vol 8 (8) ◽  
pp. 195
Author(s):  
Vesna O. Despotović
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Feedback Form ◽  
Higher Order Thinking Skills ◽  
Self Evaluation

The goal of this paper is to highlight the issue of motivation in foreign language learning and to focus on the links between students’ motivation and the teacher. By involving students, arousing and maintaining students’ interest and providing effective feedback, teachers can build students’ intrinsic motivation which is a key to learning a foreign language. For example, teachers can motivate students by allowing them to choose more frequently. Teachers may employ various strategies in order to create a positive learning atmosphere that enhances students’ self-esteem and motivation such as cooperative learning techniques/activities, higher-order thinking skills or even games. Finally, by developing students’ language learning strategies teachers can build learner autonomy which leads to sustained motivation in learning. To illustrate the above-mentioned points, examples of self-evaluation, use of games, use of higher-order thinking skills, a written feedback form and a marking rubric have been provided.

scholarly journals Probing students' higher order thinking skills using pictorial style questions

2020 ◽  
Vol 39 (2) ◽  
pp. 251
Author(s):  
Habiddin Habiddin ◽  
Elizabeth Mary Page
Keyword(s):  
Chemical Kinetics ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
First Year ◽  
Higher Order Thinking Skills ◽  
Chemistry Students ◽  
The University ◽  
First Year University ◽  
Students Success

The ability to use Higher Order Thinking Skills (HOTS) plays a substantial role in determining students’ success in future studies. Therefore, it is important that students’ ability in this skill is continually refined by training and assessment. This paper explores the responses of first-year university students’ to a range of pictorial-style questions in chemical kinetics that require the use of HOTS. 80 food science and 57 chemistry students (137 in total) at The University of Reading (UoR) participated in the study. The results showed that many students demonstrated limited ability to answer HOTS questions. The implications for the teaching of chemical kinetics, particularly at the university level, are discussed.

scholarly journals Berpikir Reflektif Siswa Kelas V-A MI Tanwirul Fuad Sumberjo dalam Memecahkan Masalah Matematika Materi Pecahan

2021 ◽  
Vol 3 (2) ◽  
pp. 179-194
Author(s):  
Dianis Izztul Yuanita ◽  
Mohamad Muchib Azhari
Keyword(s):  
Data Analysis ◽  
Learning Strategies ◽  
Reflective Thinking ◽  
Mathematical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Study Data ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Deep Meaning

So far, the tendency of mathematics teachers to not optimize students' mathematical thinking skills in learning, especially higher order thinking skills. One of the higher order thinking skills is reflective thinking. Reflective thinking is a directed and precise process in which individuals analyze, evaluate, motivate, gain deep meaning, using appropriate learning strategies. The reflective thinking ability according to Surbeck, Han and Moyer has 3 phases/levels, namely reacting, comparing, and contemplating. The purpose of this study was to describe students' reflective thinking skills in solving math problems with fractions in class V-A MI Tanwirul Fuad Sumberjo. As a source of data taken 6 students from 27 students. In this study data collection techniques used, namely tests, interviews and documentation. The data analysis technique used is qualitative data analysis with data reduction steps, data presentation, and drawing conclusions. Data analysis was carried out by: 1) presenting the data, 2) comparing the test result data with interviews conducted with students, and 3) concluding the data. [Selama ini kecenderungan para guru matematika kurang mengoptimalkan kemampuan berpikir matematika siswa dalam pembelajaran, terutama kemampuan berpikir tingkat tinggi. Salah satu kemampuan berpikir tingkat tinggi adalah berpikir reflektif. Berpikir reflektif adalah proses terarah dan tepat dimana individu menganalisis, mengevaluasi, memotivasi, mendapatkan makna mendalam, menggunakan strategi pembelajaran yang tepat. Kemampuan berpikir reflektif menurut Surbeck, Han dan Moyer memiliki 3 fase/tingkatan yaitu reacting, comparing, dan contemplating. Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan berpikir reflektif siswa dalam memecahkan masalah matematika materi pecahan di kelas V-A MI Tanwirul Fuad Sumberjo. Sebagai sumber data diambil 6 siswa dari 27 siswa. Dalam penelitian ini teknik pengumpulan data yang digunakan, yaitu tes, wawancara dan dokumentasi. Teknik analisis data yang digunakan yaitu analisis data kualitatif dengan langkah-langkah reduksi data, penyajian data, dan penarikan kesimpulan. Analisis data dilakukan dengan cara: 1) menyajikan data, 2) membandingkan data hasil tes dengan wawancara yang dilakukan terhadap siswa, dan 3) menyimpulkan data]

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