scholarly journals A Comparison between Generative Learning Model and CORE Learning Model: The Influence on Learners’ Higher Order Thinking Skill

2017 ◽  
Vol 07 (02) ◽  
pp. 48-52
Author(s):  
Chalia Chistella ◽  
Hadi Soekamto
Keyword(s):  
Higher Order Thinking ◽  
Learning Model ◽  
Higher Order ◽  
Generative Learning ◽  
Thinking Skill

scholarly journals The Role of Inquiry-Based Interactive Demonstration Learning Model on VIII Grade Students’ Higher Order Thinking Skill

2018 ◽  
Vol 2 (1) ◽  
pp. 35-38 ◽  
Author(s):  
Erni Yulianti ◽  
Itsna Yunida Al Husna ◽  
Susilowati Susilowati
Keyword(s):  
Higher Order Thinking ◽  
Learning Model ◽  
Higher Order ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Thinking Skill ◽  
Control Group Design ◽  
Normality Test ◽  
Data Analyses ◽  
Thinking Ability

Teacher’s domination in teaching science subject is still found in many schools, including junior high schools. Since then, students experience a lack of direct observation leading to not only their low conceptual understanding, but also their higher order thinking ability. Therefore, the implementation of a proper learning model becomes a crucial breakthrough. In this present paper, we focus on the influence of learning model with inquiry level of interactive demonstration (as the experimental class) and discovery-based learning model (as the control class) on the VIII grade students’ higher order thinking ability. We used posttest only control group design by means of using 20 validated multiple choice questions with reliability of 0.872. The data analyses were completed comprehensively, from normality test to t-test on students’ ability. As the conclusion, according to those data analyses, students’ higher thinking skill is better when students are thought by interactive demonstration rather than by discovery learning.

scholarly journals M Model Pembelajaran APPOSITE Berbantuan Video Animasi dalam Meningkatkan Hasil Belajar dan Kemampuan Berpikir Tingkat Tinggi Siswa pada Materi Fluida Statis

2021 ◽  
Vol 5 (1) ◽  
pp. 43-50
Author(s):  
Aprillia Kartika Agit Wuragil ◽  
Sri Handono Budi Prastowo ◽  
Maryani Maryani
Keyword(s):  
Design Research ◽  
Descriptive Analysis ◽  
Higher Order Thinking ◽  
Learning Model ◽  
Higher Order ◽  
Good Effect ◽  
Thinking Skill ◽  
Analysis Technique ◽  
Research Types ◽  
Acquisition Technique

Application of learning model APPOSITE (Application of Step Instruction and Elaboration) with animation videos on this research have to purpose a differents enhancement study result and higher order thinking skill (HOTS) student on fluida statis. Research types is pre-experiment with one group pretes-posttes design. research subject is XI MIPA 6 Student of senior high school 1 Pesanggaran Banyuwangi, with one class experiment which choosed by Fisika’s teacher. Acquisition technique data is interview, documentation, pretes, student worksheet, and posttes. Analysis technique data research is use descriptive analysis to know higher order thinking skill, t-test to know enhancement study result of APPOSITE model with videos animation. Subsequently supported with account n-gain from pretes-posttes score experiment class. Based on result this research, APPOSITE learning model with animation video have a good effect and enhancement higher order thinking skill (HOTS) student, and model is effective enough to enhancement study result student. This is also supported of the result n-gain is obtained 0,639.

scholarly journals PENGARUH MODEL DISCOVERY LEARNING BERBASIS HIGHER ORDER THINKING SKILL TERHADAP KEMAMPUAN BERPIKIR KRITIS

2020 ◽  
Vol 11 (1) ◽  
pp. 39-47
Author(s):  
Diyas Age Larasati
Keyword(s):  
Critical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Higher Order ◽  
Discovery Learning ◽  
Control Group ◽  
Thinking Skill ◽  
Class V ◽  
Model Based

ABSTRAKPembelajaran IPS SD menjadi pembelajaran yang membosankan, karena guru belum menerapkan model, metode, strategi pembelajaran yang inovatif. Guru juga hanya melatih siswa untuk hafalan-hafalan konsep IPS, belum melatih berpikir kritis. Discovery learning sebagai salah satu model pembelajaran memiliki keunggulan mengaktifkan siswa. Tahapan-tahapan model discovery learning mendukung siswa untuk berpikir kritis. Tujuan penelitian ini untuk mengetahui pengaruh model discovery learning berbasis higher order thinking skill terhadap kemampan berpikir kritis. Penelitian ini berjenis eksperimen semu, dengan rancangan Non Equivalent Control Group Design. Kelas eksperimen menerapkan model discovery learning berbasis Higher Order Thinking Skill, sedangkan kelas kontrol menerapkan model penugasan dan diskusi berbasis Higher Order Thinking Skill. Penelitian ini menggunakan populasi kelas V SDN Banyu Urip IX Surabaya. Dua kelas dipilih secara random sampling sebagai sampel penelitian. Kelas V-A berjumlah 32 siswa sebagai kelas eksperimen. Kelas V-B berjumlah 30 siswa sebagai kelas kontrol. Intrumen penelitian ini menggunakan soal (pretest dan posttest) dalam bentuk essai berjumlah 4 butir soal. Teknik pengumpulan data menggunakan penskoran terhadap hasil pretest dan posttest. Uji T digunakan untuk menguji hasil data penelitian. Hasil data penelitian menunjukkan rata-rata gainscore kelas eksperimen sebesar 5,75 lebih tinggi daripada kelas kontrol sebesar 2,6. Hasil data yang menggunakan uji-t. Hal ini dapat dilihat dari nilai t= 7,986 dan signifikansi dua ekor 0,000, sehingga p< 0,05. Hal tersebut membuktikan bahwa terdapat pengaruh model discovery learning berbasis higher order thinking skill terhadap kemampan berpikir kritis.Kata Kunci : Discovery Learning, Higher Order Thinking Skill, Berpikir kritisABSTRACTElementary school social studies learning becomes boring learning, because teachers have not applied innovative models, methods, and learning strategies. The teacher also only trains students to memorize social science concepts, not to train critical thinking. Discovery learning as one of the learning models has the advantage of activating students. The stages of the discovery learning model support students to think critically. The purpose of this study was to determine the effect of discovery learning models based on higher order thinking skills on critical thinking skills. This research is a quasi-experimental type, with a Non Equivalent Control Group Design. The experimental class applies the discovery learning model based on the Higher Order Thinking Skill, while the control class applies the assignment and discussion model based on the Higher Order Thinking Skill. This study uses a population of class V SDN Banyu Urip IX Surabaya. Two classes were chosen by random sampling as a research sample. Class V-A numbered 32 students as an experimental class. Class V-B totaling 30 students as a control class. The instruments of this study used 4 questions (pretest and posttest) in the form of essays. Data collection techniques used scoring of the results of the pretest and posttest. T test is used to test the results of research data. The results of the research data show that the average gaincore of the experimental class was 5.75 higher than the control class of 2.6. The results of data using the t-test. This can be seen from the value of t = 7.986 and the significance of two tails is 0.000, so that p <0.05. This proves that there is an influence of discovery learning model based on higher order thinking skills on critical thinking skills.Keywords: Discovery Learning, Higher Order Thinking Skill, Critical Thinking

Overview of Using Vignettes to Develop Higher Order Thinking and Academic Achievement in Adult Learners in an Online Learning Environment

2008 ◽  
pp. 135-156
Author(s):  
Maria H.Z. Kish
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Adult Learners ◽  
Learning Environment ◽  
Higher Order Thinking ◽  
Learning Model ◽  
Higher Order ◽  
Online Course ◽  
Online Learning Environment ◽  
Generative Learning

A challenge in teaching and providing any type of instruction in the online learning environment is to ensure that participants are engaged in the process and find meaning in their learning. This case study investigated the use of vignettes as a teaching strategy and learning activity of the Generative Learning Model in a hybrid online course. Vignettes are short and realistic stories that may help bridge participants’ previous experiences to applying course material in relevant situations. The Generative Learning Model, consisting of five main components: attention, motivation, knowledge, generation, and metacognition (Wittrock, 2000), was incorporated when requiring students to answer teacher-generated vignettes and to generate their own vignettes. Two outcomes were anticipated using vignettes within the Generative Learning Model in a hybrid online course: 1) enhancement of academic achievement and 2) higher order thinking . This study considered data from student work collected from the Instructional Techniques Course, GITED 631, taught in the Graduate School of Education at Duquesne University, Pittsburgh, Pennsylvania, in the fall of 2003. Eight participants responded to teacher-generated vignettes, created diagrams and rubrics, created their own vignettes, and recorded their observations concerning vignettes in reflective learning logs. The adult online learners in this study professionally focused on teaching children and adults. This study’s participants all professionally focused on teaching children and adults. The research findings indicate that the use of teacher-generated vignettes can increase academic achievement, and that learner-generated vignettes can help students achieve higher order thinking. This article also discusses the methods that have been used to teach adult learners how to respond to and create vignettes for their own teaching and presentation purposes.

scholarly journals PERBEDAAN MODEL PEMBELAJARAN OPEN INQUIRY DAN GUIDED INQUIRY BERDASARKAN KEMANDIRIAN BELAJAR DAN BERFIKIR TINGKAT TINGGI PADA MATA PELAJARAN BIOLOGI KELAS 11 MAN TEMPURSARI – NGAWI

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Novita Adiqka Putri ◽  
Nurwidodo . ◽  
Yuni Pantiwati Pantiwati
Keyword(s):  
Student Assessment ◽  
Inquiry Learning ◽  
Higher Order Thinking ◽  
Learning Model ◽  
Higher Order ◽  
Independent Learning ◽  
Guided Inquiry ◽  
Thinking Skill ◽  
Open Inquiry ◽  
International Student Assessment

PERBEDAAN MODEL PEMBELAJARAN OPEN INQUIRY  DAN GUIDED INQUIRY BERDASARKAN  KEMANDIRIAN BELAJAR DAN BERFIKIR TINGKAT TINGGI PADA MATA PELAJARAN BIOLOGI KELAS 11 MAN TEMPURSARI – NGAWI   Novita Adiqka Putri1, Nurwidodo1, Yuni Pantiwati 1 1Pendidikan Biologi FKIP Universtias Muhammadiyah Malang, e-mail : [email protected]   ABSTRACT Based on PISA (Programme for International Student Assessment) data which PISA is international studied about reading, math, and science literacy students achievement attained the age of 15 giving the result. In 2006 at Indonesia that students answer composition indicated lower understanding toward basic of science concepts (students could not interpret the data, explain casual relationship, solve the problems), limited expressing in mind, had lower scientific logical, lower ability toward basic of science concept and connection toward the surrounding facts. It is supported with lower teacher competency data and the usage of un-variation learning model. In that case, it is needed an learning model to solve the problem, one of learning model that can be used is Open Inquiry and Guided inquiry. In this present study, researcher used true-experiment by using simple random sampling technique. The purposes of this study are; (1) to know the differences study between Open Inquiry and Guided inquiry learning model, (2) to know the differences higher order thinking between Open Inquiry and Guided inquiry learning model. This research was hold in XI Science Class MAN TempursariNgawi. Independent Learningdata obtained based on temporary questionnaires, higher order thinking obtained by essay questions. The data analysis used by using one way Anova test. The result of this study showed that  (1) Ftest>Ftable , 5.805 > 4.07till the using of learning model give different result toward independent learning, (2)Ftest>Ftable, 4.374 > 4.07till the using of learning model give different result toward higher order thinking skill.   Key words: Inquiry, Open Inquiry, Guided inquiry, Independent Learning, Higher Order Thinking Skill.               

scholarly journals THE EFFECT OF DISCOVERY LEARNING MODEL TOWARD STUDENT HIGHER ORDER THINKING SKILLS IN DYNAMIC ELECTRICITY SUBJECT MATTER AT SMA RAKSANA MEDAN ACADEMIC YEAR 2014/2015

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Kristin Natalia Tondang ◽  
Sahyar .
Keyword(s):  
Sampling Technique ◽  
Simple Random Sampling ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Higher Order ◽  
Discovery Learning ◽  
Thinking Skill ◽  
Significant Difference ◽  
Academic Year

ABSTRACT Study aimed to analyze the effect of discovery learning model toward student’s higher order thinking skill. The type of this research was quasi experimental, with experiment class used discovery learning and control class used conventional learning. The population was all of the tenth class of SMA Raksana Medan academic year 2014/1015 which consist of seven classes. Sample was taken with a simple random sampling technique. The data in higher order thinking skill was collected by essay tests. Data analyzed with t test. The result of the study showed that there was positive effect of discovery learning model toward student’s higher order thinking skill in experiment class or given by discovery model. It proved from posttest result in experiment class was higher than control class or there was significant difference of post test score, although in higher order thinking level, both of class still in less level, but student who given discovery learning had higher value than control class.   Keyword : Conventional Learning; Discovery Learning Model; Higher Order Thinking Skill

Sign in / Sign up

Export Citation Format

Share Document