scholarly journals Exploring Primary School Teachers’ Challenges in Incorporating Higher Order Thinking Skills (HOTS) in English Classroom

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Hana Melinda Musa ◽  
Hamidah Yamat
Keyword(s):  
Primary School ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
School Teachers ◽  
Primary School Teachers ◽  
Higher Order Thinking Skills ◽  
English Classroom

scholarly journals Mapping Higher Order Thinking Skills of Prospective Primary School Teachers in Facing Society 5.0

2021 ◽  
Vol 8 (2) ◽  
pp. 178
Author(s):  
Dini Ramadhani ◽  
Ary Kiswanto Kenedi ◽  
Yullys Helsa ◽  
Ciptro Handrianto ◽  
Muhammad Rizki Wardana
Keyword(s):  
Primary School ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
School Teachers ◽  
Primary School Teachers ◽  
Higher Order Thinking Skills

Exploring Primary School Teachers' Language of Thinking: A Case Study (Bahasa Berfikir Guru Sekolah Rendah: Satu Kajian Kes)

2018 ◽  
Vol 14 (3) ◽  
pp. 271-295
Author(s):  
Wan Mazwati Wan Yusoff ◽  
Shamilati Che Seman ◽  
Rahimah Embong
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Systematic Evaluation ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Impact

Abstract The aspiration of Malaysian education system as mentioned in the Malaysia Education Blueprint 2013-2025 is to produce students who are highly critical and creative.  Since teaching for higher order thinking was made explicit since 1989, a systematic evaluation of the adequacy and pitfalls of teaching for thinking programs was not done extensively.  If examination result is the yard stick to measure the impact of teaching for thinking, then it can be concluded that 2016 UPSR result painted a dismal picture of failure in teaching for thinking.  Studies showed that there is a positive correlation between language teacher used to communicate in the classroom and the development of thinking dispositions among students.  Using the framework of language of thinking put forward by Costa and Marzano (2001), this study was conducted to explore language of thinking used by teachers during teaching and learning sessions in several primary school classrooms.  This preliminary study attempted to gain in-depth understanding of the phenomenon in the actual setting so that the insight can illustrate a wider picture of the issue.  This exploratory case study employed structured observations to collect data in the classroom of nine primary school teachers.  The data was analysed based on theoretical proposition by Costa and Marzano.  Findings revealed that teachers needed to improve their language of thinking.    Keywords: Thinking skills, language of thinking, teaching for thinking, higher order thinking.   Abstrak Aspirasi pendidikan Malaysia sebagaimana yang disebut dalam Pelan Pembangunan Pendidikan Malaysia 2013-2025 adalah untuk melahirkan pelajar yang berupaya berfikir secara kritis dan kreatif.  Semenjak kemahiran berfikir pada aras tinggi disebut secara eksplisit dalam kurikulum sekolah menengah dan rendah dari tahun 1989 lagi, satu penilaian yang sistematik terhadap kejayaan dan kelemahan pengajaran untuk kemahiran berfikir tidak dibuat secara meluas dan menyeluruh.  Jika keputusan peperiksaan dijadikan kayu ukur untuk mengukur keberkesanan pengajaran untuk berfikir, keputusan peperiksaan UPSR 2016 melukis gambaran kegagalan projek mengajar untuk kemahiran berfikir aras tinggi yang menyedihkan.  Kajian menunjukkan ada perkaitan positif antara Bahasa yang digunakan oleh guru ketika berkomunikasi dalam bilik darjah dengan perkembangan disposisi berfikir dikalangan pelajar.   Disposisi berfikir pula berkait langsung dengan tabiat berfikir dan kemahiran berfikir aras tinggi.  Kajian ini bertujuan untuk meneroka Bahasa berfikir yang digunakan oleh guru dalam proses pengajaran dan pembelajaran di sekolah rendah.  Bahasa berfikir yang diterangkan oleh Costa dan Marzano (2001) digunakan sebagai kerangka teori kajian ini.  Kajian ini cuba untuk meneroka amalan berbahasa guru untuk memahami fenomena ini dalam situasi sebenar supaya hasilnya dapat memberi gambaran luas terhadap isu ini.  Kajian kes eksplorasi ini menggunakan pemerhatian secara berstruktur untuk mengumpul data.  Sembilan orang guru sekolah rendah terlibat dalam kajian ini.  Data telah dianalisis menggunakan toeri Bahasa berfikir Costa dan Marzano.  Dapatan kajian ini menunjukkan guru perlu menambahbaik Bahasa berfikir yang mereka gunakan semasa berkomunikasi dalam bilik darjah supaya aspirasi melahirkan pelajar berkemahiran berfikir aras tinggi dapat dicapai.    Kata Kunci: Kemahiran berfikir, bahasa berfikir, mengajar untuk berfikir, berfikir aras tinggi.

scholarly journals TEACHERS' UNDERSTANDING AND PRACTICES IN ASSESSING HIGHER ORDER THINKING SKILLS AT PRIMARY SCHOOLS

2019 ◽  
Vol 1 (2) ◽  
pp. 110-118
Author(s):  
Elin Driana ◽  
Ernawati Ernawati
Keyword(s):  
Primary School ◽  
Cognitive Process ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Assessment Instrument ◽  
Comprehensive Understanding ◽  
School Teachers ◽  
Primary School Teachers ◽  
Higher Order Thinking Skills

The aim of this research was to explore primary school teachers’ understanding about higher order thinking skills (HOTS), its implementation in classroom assessments, and the quality of the HOTS assessment instrument constructed by the teachers. This qualitative research that was conducted from August to December 2018 involved 10 public and private primary school teachers in Jakarta and it is surrounding areas. Data about the teachers’ understanding of HOTS and how teachers applied the assessment of HOTS were obtained through semi-structured interviews. Meanwhile, the quality of the HOTS assessment instrument constructed by the teachers was analyzed to assess its alignment with basic competencies which have become the purpose of learning and the revised Bloom’s taxonomy to determine the level of cognitive process in each item. The research results showed that the primary school teachers that participated in this research have not had a comprehensive understanding of HOTS. The majority of the HOTS items that they made were still limited to analysis in the form of multiple choice items. There were also misunderstandings about the HOTS items. In general, the HOTS instrument constructed by the primary school teachers had good content validity, but there was a difference regarding the cognitive process involved in the items the between the perception of the teachers and the perception of the expert. Teachers had the tendency to perceive the items that they have made as HOTS items, although those items were categorized as remembering and understanding. This difference in perception occurred because the teachers did not have a comprehensive understanding of HOTS yet.

scholarly journals Enhancing The Ability of Elementary School Teachers in Designing Higher Order Thinking Skills (Hots) Categories of Natural Sciences Through Participatory Training

2020 ◽  
Vol 5 (2) ◽  
pp. 202-210
Author(s):  
Peduk Rintayati ◽  
Ahmad Syawaludin ◽  
Siti Istiyati
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Science Learning ◽  
Design Science ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
School Teachers ◽  
Higher Order Thinking Skills ◽  
Participatory Training

The implementation of higher order thinking skills (HOTS) in science learning in elementary school is needed so that students get the stimulation to think critically and creatively through science experiment tasks. The tasks of teaching and learning activities need to be applied in the HOTS-oriented learning process by adjusting the characteristics of elementary students' thought development, curriculum, and adapted to the nature of science as a product, process, and scientific attitude. This study aims to improve the teacher's ability to design science learning in the HOTS category through the application of participatory training, consisting of the stages of analysis of the needs of the training participants, reviewing the material, designing the tasks of the science learning in the HOTS category collaboratively. Subjects were involved as many as 14 elementary school teachers in Laweyan Subdistrict, Surakarta City. The study design uses descriptive qualitative. Data collection used was a test of the ability to design science learning in elementary schools. The results showed that the ability of elementary school teachers to design science learning in the HOTS category after attending the training had a higher score than before participating in the participatory training.

scholarly journals Using Digital Smart Board to Overcome Higher Order Thinking Skills Learning Difficulties in Data Handling among Primary School Students

2018 ◽  
Vol 12 (7) ◽  
pp. 43 ◽  
Author(s):  
Elizabeth Julius ◽  
Soh Hon Mun ◽  
Abdul Halim Abdullah ◽  
Mahani Mokhtar ◽  
Nornazira Suhairom
Keyword(s):  
Primary School ◽  
Learning Difficulties ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Data Handling ◽  
Primary School Students ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Smart Board

Data Handling at primary school involves gathering and recording information and then presenting it in a way that is meaningful to others. It is a fundamental part of student's mathematical understanding. Initial concepts of Data Handling need to be exposed to students in the early years as these skills will be used and built upon throughout their education. Due to its importance, Data Handling is included in the curriculum at primary level in Malaysia. However results of international assessments which focused on the use of higher order thinking skills showed that Malaysian students performed poorly in Data Handling. Therefore, this study was conducted to identify students’ learning difficulties in Data Handling at each level of higher order thinking skills (HOTS) namely applying, analysing, evaluating and creating. In addition, this study also investigated the use of smart board in overcoming HOTS learning difficulties in Data Handling. Numerous teachers recommend the use of smart board at primary schools since students have the opportunity to explore and learn novel concepts using the technology. Subsequently, it helps to generate dynamic learning experiences and student in school become more motivated about learning when the smart board is used during their lessons. Four experienced year five mathematics teachers and thirty year five students from a primary school were involved in the study. The students and teachers were selected based on purposive sampling. An interview protocol and rubric for cognitive domain in HOTS were used during the data collection phase. In addition, semi-structured interview sessions with the teachers and students as well as document analysis of the students’ mathematics exercise sheets in Data Handling were carried out by the researcher to investigate the students’ learning difficulties at each level of HOTS in Data Handling. It is hoped that the results from this study can contribute towards development of strategies, methods or programs using smart board to enhance HOTS in Data Handling among primary school students in Malaysia.

scholarly journals Using Active Learning with Smart Board to Enhance Primary School Students' Higher Order Thinking Skills in Data Handling

2020 ◽  
Vol 8 (10) ◽  
pp. 4421-4432
Author(s):  
Abdul Halim Abdullah ◽  
Soh Hon Mun ◽  
Mahani Mokhtar ◽  
Zakiah Mohamad Ashari ◽  
Nurul Farhana Jumaat ◽  
...  
Keyword(s):  
Active Learning ◽  
Primary School ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Data Handling ◽  
Primary School Students ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Smart Board

scholarly journals Improving Higher Order Thinking Skills through Project-based Learning in Primary Schools

2020 ◽  
Vol 7 (1) ◽  
pp. 16-28
Author(s):  
Takiddin Takiddin ◽  
Fasli Jalal ◽  
Amos Neolaka
Keyword(s):  
Social Studies ◽  
Primary School ◽  
Primary Schools ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Project Based Learning ◽  
Fifth Grade ◽  
Higher Order Thinking Skills ◽  
Quasi Experimental

AbstractThis study aims to determine the effects of Project-Based Learning development in social studies to improve students’ higher-order thinking skills in the fifth grade, from Al Mursyidiyyah Islamic primary school in Kota Tangerang Selatan. The method used in this research is the research and development (R&D) and quasi-experimental method. Research and development (R&D) is used to develop Project Based Learning to improve students’ higher-order thinking skills in the fifth grade of Islamic primary school. The quasi-experimental method is used to find the difference of students' higher-order thinking skills improvement using project-based learning models in social studies against students who get learning with conventional learning models. Data collection techniques in this study used to test and observation instruments. Thus, this study finds that project-based learning in social studies improves students’ higher-order thinking skills. The novelty of this research is the development of project-based learning in social studies can improve the higher-order thinking skills of Islamic Primary School students.   AbstrakTujuan penelitian adalah untuk mengetahui pengaruh model Project Based Learning terhadap peningkatan keterampilan berpikir tingkat tinggi dalam pembelajaran IPS pada siswa kelas V Madrasah Ibtidaiyah Al Mursyidiyyah Kota Tangerang Selatan. Metode yang digunakan dalam penelitian ini adalah metode penelitian dan pengembangan (R&D) dan metode kuasi eksperimen. Metode R&D digunakan untuk mengembangkan project based learning dalam IPS untuk meningkatkan keterampilan berpikir tingkat tinggi siswa dan metode kuasi eksperimen digunakan untuk mengetahui perbandingan peningkatan keterampilan berpikir tingkat tinggi siswa dalam pembelajaran IPS yang menggunakan model pembelajaran berbasis proyek dengan siswa yang mendapatkan pembelajaran dengan model pembelajaran konvensional. Penelitian ini menggunakan desain kuasi eksperimen Nonequivalent Control Group Pretest-posttest Design dimana kelompok eksperimen maupun kelompok kontrol tidak dipilih secara random. Teknik pengumpulan data dalam penelitian ini menggunakan instrumen tes dan pengamatan. Hasil penelitian menunjukkan bahwa pembelajaran berbasisis proyek dalam pembelajaran IPS dapat meningkatkan keterampilan berpikir tingkat tinggi siswa. Novelti penelitian ini adalah pengembangan pembelajaran berbasisis proyek dalam pembelajaran IPS dapat meningkatkan keterampilan berpikir tingkat tinggi siswa. How to Cite: Takiddin, Jalal, F., Neolaka, A. (2020).  Improving Higher Order Thinking Skills through Project-based Learning in Primary Schools. TARBIYA: Journal of Education in Muslim Society, 7 (1), 16-28. doi:10.15408/tjems.v7i1.14052. 

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