Active learning as an approach for teaching respiratory concepts and soft skills in biology lessons

The problem and the aim of the study. Higher-order thinking skills is a very popular concept in education field around the world. Among the broad range of higher-order thinking skills, recent studies are concentrating on fostering higher-order thinking skills in education. The number of related publications demands a bibliometric study for finding the keywords, sources, countries, and research clusters. And the study carried out a bibliometric analysis of the relevant publications on higher-order thinking skills from Scopus database between 2011 and 2020. Research methods. A visual system of top keywords in higher-order thinking skills research has been produced by analyzing of keywords co-occurrence. And by using bibliography inquiry, the most common topic of blended learning has been found. This study also investigates the recent publication trend of higher-order thinking skills in blended learning. Results. The annual number of publications demonstrates an uptrend in the area of higher-order thinking skills, and the publication rates have increased distinctively in 2018 and 2019. Indonesia and the United States have already become the two major research centers while Malaysia and Australia are joining the research circle in the near future. Related publications had been related to the field of education and metacognition from the very beginning in 2016, and then to the field of higher education, critical thinking and assessment, followed by active thinking and learning in 2017, and eventually to blended learning and flipped classroom in 2018. The systematic structure shows that the United States and Korea have more papers from joint efforts than other countries. In particular, Korea became the most collaborative country. The Journal of Physics: Conference series has signified an increasing occurrence in publications on Higherorder thinking skills in blended learning with “student” acting as the most influential word. Fostering higher-order thinking skills cultivation in flipped classroom and scaffolding higher-order thinking skills activities in learning approaches are both crucial areas involved. In conclusion, the quantitative analysis on higher-order thinking skills through bibliometric study has revealed the recent subfield of blende learning. Thus, the dataset is further refined by blended learning, considering publication year, sources, countries and organizations, keywords and topics. The annual output of publications on higher-order thinking in blended learning have risen in the past ten years, showing it is more likely to keep developing in the near future.

This study aimed to overview learning strategies to create learning innovation that can improve students' high-order thinking and communication skills in science learning. This research was classified as a systematic review. The data used in this study was secondary. This study's 15 secondary data sources consist of books, proceedings, and scientific articles in reputable journals. The data analysis using Miles & Huberman analysis technique. Data analysis includes data reduction, data presentation, and conclusion. The result of this study is that problem-based learning and inquiry-based instruction is learning strategies that can improve students' high-order thinking skills. The learning strategy that can improve students' communication skills is problem-based learning. High-order thinking skills and communication skills can influence each other. It was hoped that with this research, innovative learning centered on learning models and learning media could be developed so that students have high-order thinking and communication skills with good categories in future education.

The purpose of this study is to analyze the effectiveness of investigation group learning model based on Marzano’s instructional framework in improving students’ higher order thinking skills. The method used in this study was a quasi-experimental method with the matching only control group pretest-posttest design. Here, the data were collected through observations, questionnaires, and tests. The tests consisting of limited and extensive tests aim to analyze the effectiveness of the investigation group learning model based on Marzano’s instructional framework in improving students’ higher order thinking skills. The results of the study showed that the majority of students (>75%) have an increased level of higher order thinking skills (critical and creative thinking skills). It was proved by the results of statistical analysis where the sig. value < 0.05 and t(table) > t(count) .Thus, H0 is rejected meaning that there is a significant difference on students’ higher order thinking skills before and after applying the investigation group learning model based on Marzano’s instructional framework in the teaching and learning process. Then, if it is classified, the improvement of students’ critical and creative thinking skills is included into the medium category. Hence, it can be concluded that the investigation group learning model based on Marzano’s instructional framework is effective in improving students’ higher order thinking skills in social studies learning.
 Keywords: investigation group; Marzano’s learning dimensions; higher order thinking skills; critical thinking skills; creative thinking skills

Interactive Instructional: Theoretical Perspective and Its Potential Support in Stimulating Students’ Higher Order Thinking Skills (HOTS)

Learning skills include the ability to learn or acquire basic knowledge and concepts across multiple dimensions, such as problem-solving, critical thinking, creative thinking, and decision-making.This work presents an assessment approach intended for evaluating and assessing students’ higher-order thinking (HOT) skills. The assessment of higher-order thinking skills includes four subthinking skills, i.e., problem-solving, critical thinking, creative thinking, and decision-making. The proposed assessment of learning skills involves proposing questions (e.g., focus questions) to support student thinking and learning activities to guide the development of thinking skills while completing assignments, solving problems, or engaging in learning activities. The proposed skills assessment method consists of a quantitative approach that comprises two levels of assessment. For the first level of evaluation, graded assignments will be used to assess learning outcomes. In the other evaluative level, learning skills are assessed independently through scoring based upon how students respond to classwork and homework assignments using the skills' supporting questions. Learning skills are evaluated as to the extent to which students comply with the given proposed questions for focusing thinking and the extent to which these questions assist students in the completion of assignments. A skills assessment approach can be used to evaluate skills without interfering with the typical learning activities of a given assignment. It also does not interfere with the assessment process and learning outcomes.

Process‐oriented guided inquiry learning (POGIL) is an active learning, team‐based teaching strategy that has been used in college chemistry courses to promote deeper understanding and develop higher‐order thinking skills. The use and evaluation of the POGIL strategy in pharmacology courses has not been reported. Our hypothesis is the use of the POGIL strategy will increase student overall exam performance, specifically exam questions requiring higher level thinking skills.Data were collected over a three‐year period from a first professional year pharmacy course. In 2011, content was presented using a lecture‐based format and then, in 2012 and 2013 the same content was covered using the POGIL strategy. Comparisons included overall performance on exams and on question sets classified as requiring either lower order thinking skills (knowledge, comprehension) or higher order thinking skills (application, analysis). Statistical comparisons made using one way analysis of variance. Data are reported as means + standard errors.Overall exam scores improved significantly when moving from a lecture‐based course (80.0%+0.8) in 2011 (N=112) to using the POGIL strategy (84.0%+0.8 and 83.2%+0.8) in 2012 (N=111) and 2013 (N=111), respectively (p<0.01). On those questions classified as requiring higher order thinking skills, student performance significantly increased from 75.8%+1.0 in 2011 to 83.1%+1.1 and 82.5 %+1.2 in 2012 and 2013 when the POGIL strategy was used (p<0.01). Performance on lower order thinking skills was unchanged (92.0%+0.9, 91.6%+1.0, and 91.3%+1.1 p=0.70).The use of the POGIL teaching strategy increased student performance on questions requiring higher order thinking skills, suggesting the strategy is effective in promoting deeper learning and problem solving skills.

The higher-order thinking ability of students in Indonesia is still in the low category. This research aims to see the effect of the application of a problem-based learning model on higher-order mathematical thinking skills in terms of student's initial abilities and mathematical beliefs. This research uses a quasi-experimental design with a Non-Equivalent Control Group Design. Data on students' higher-order mathematical thinking skills were taken using a test instrument. This research was conducted at SMP Negeri 27 Jakarta with a total of 165 students obtained from cluster random sampling. Based on the analysis of the three-way ANOVA test, it was found that the problem-based learning model had a positive effect on students' higher-order thinking skills. Problem-based learning model gives better results than conventional learning models. This also applies to students with the initial ability and mathematical beliefs in the high category. Problem-based learning can be an alternative for teachers to improve students' higher-order mathematical thinking skills.

K-12 students' higher-order thinking skills: Conceptualization, components, and evaluation indicators

Science learning in elementary schools using the PBL learning model can grow students' higher-order thinking skills, such as problem-solving and creative thinking skills. The purpose of correlational research was to analyze the relationship between problem-solving and creative thinking skills of elementary school students through the implementation of PBL. The predictor variables and criteria in the research were in the form of problem-solving and creative thinking skills, respectively. The population of this study was the fifth-grade elementary school students, totaling 120 students. This study’s sample was 33 students. The data retrieval used problem-solving and creative thinking skills tests on the concept of the human circulatory system. The data analysis was performed by linear regression. The results showed a correlation between creative thinking and problem-solving skills in learning with PBL. There is a strong relationship between problem-solving and creative thinking skills through PBL. The predictor variable contributed 37.8% to the criterion variable. This study recommends that it is essential to familiarize PBL in elementary schools learning to improve students' higher-order thinking skills.

The need to equip our graduates with HOT skills and GESA becomes essential in this post-truth world and automation era. The learning of HOT skills and GESA can be embedded in our curriculum using active learning strategies. To reflect on whether our Life Science (LS) curriculum has opportunities to develop HOT skills and GESA via active learning, we conducted and analysed an online survey on 90 LS courses. Among the 20 learning activities, “Report/Essay Writing” (62%), “Project Work” (58%), “Critical Reading & Critique” (58%), and “Case Studies” (56%) are the most embedded activities. As for the four HOT skills based on Bloom’s taxonomy, i.e., “Apply”, “Analyse”, “Evaluate”, and “Create”, there are respectively 91%, 90%, 87%, and 72% of the LS courses perceived by the course coordinators to have “Good” to “Very Good” opportunities for developing them. Among the 14 GESA items, 54% to 99% of the LS courses are perceived to have “Good” to “Very Good” opportunities for developing them; “Analytical & Critical Thinking” and “Problem-solving” skills are among the highest. An indirect comparison with another independent survey on our graduates’ perception of learning GESA suggests comparable findings, although there is room for improvement. Overall, the findings suggest that our LS curriculum, embedded with active learning activities, offers good to very good opportunities for developing HOT skills and GESA.

The lack of training in higher-order cognitive thinking skills in physics makes most students of class XI MIPA in a high school in Marabahan unable to solve problems that require the ability to analyze (C4) and evaluate (C5) well. This study was intended to describe the effectiveness of using the web-integrated CinQASE learning model to train higher-order thinking skills in the C4 and C5 domains. This study used the pre-experimental one-group pretest-posttest design. The efficacy of the web-integrated CinQASE learning model to train higher-order thinking skills is calculated with the eta-squared effect size for a paired sample t-test. In contrast, the description of students' achievement in higher-order thinking is viewed from the percentage of the average score of the student learning outcomes test on items that have C4 and C5 domains. The results showed that using the model had moderate effectiveness (η2 = 0.94) and helped train students’ ability to think at a higher level, as shown by an increase in students’ achievement in higher-level thinking in the good category. Thereby, the use of the web-integrated CinQASE learning model can supply considerable benefits in training students’ higher-order thinking skills. These results also write down a practical need for teachers and schools to implement learning approaches that use the potential of technology to enhance learners’ higher-order thinking skills in the 21st century.

This research is aimed to describe students’ higher order thinking skill in trigonometry learning using problem based learning. This research is descriptive research with 30 students of XI MIPA 1 class at SMAN 18 Palembang as the subject. Learning process is according to the characteristic and steps of problem based learning strategy. Techniques for collecting data are test which includes of three problems and interview to obtain additional data. According to the results of research, it’s obtained that representation of students’ higher order thinking skill in problem based learning on XI IPA 1 class at SMAN 18 Palembang is medium with this details: percentage of students who have higher order thinking skill with category excellent is 16,667%. Then, 26,667% have higher order thinking skill with category good; 30,000% have higher order thinking skill with category medium; 26,667% have higher order thinking skill with category bad; nothing shave higher order thinking skill with category very bad. Indicator of analyzing have the highest percentage with 72,500%. Then, indicator of evaluating have percentage 70,000%, and indicator with the lowest percentage is creating with 35,417%.

Significant efforts are being made both from academia and industries towards increasing employability skills among fresh engineering graduates in India. In this aspect innovative teaching and assessment methodologies play vital role in promoting higher order thinking skills (HOTS) and soft skills, thereby minimizing the gap between academia and industry. In this context, we have developed a rubric for assessing soft skill like, leadership and persuasive skills, communication and interpersonal skills and higher order thinking skills like problem solving skills and conceptualization. In this work an attempt is made to steer the students towards active engagement and knowledge construction through group discussion and the rubric so developed provides an opportunity to the facilitators for progressive reflection upon the individual students as well as student groups.

Concept attainment is a method of learning a new concept by contrasting and comparing certain aspects of the concept. In order to effectively use higher order thinking skills to improve the performance, there was a dire need for teachers to re-evaluate their teaching strategies and lay more responsibility on prospective teachers to learn and understand concepts of research. The researcher studied the effect of concept attainment model (CAM) based teaching on prospective teachers’ higher order thinking skills. The objective of the study was to examine the effect of concept attainment model (CAM) based teaching on prospective teachers’ higher order thinking skills. The investigation was quantitative in nature. The researcher used a quasi-experimental approach with non-equivalent control groups design. The subject of this study were all prospective teachers of Master of Education, two year programme. There were 30 participants in each intact group. The researcher first developed a table of specification then multiple choice questions (MCQs) test based on higher order thinking. There were 30 items present in the achievement test. After data collection from 16 weeks of intervention, the researcher used the paired sample t-test and independent samples t-test to examine the data gathered from pre-tests and post-tests pertaining to CAM and conventional methods. The results indicated that the achievement level of higher order thinking skills of the prospective teachers who received Concept Attainment Model (CAM) based teaching was higher than those who received conventional instruction methods.

: Learning in the 21st century demands various skills that must be mastered by students in formulating problems, finding out from various sources, thinking analytically, and working together in solving problems. So that students are required to have higher order thinking skills. The low level of students' higher order thinking skills is caused by the lack of collaboration in learning, so that higher order thinking skills need to be improved. The purpose of this study was to detect the effect of the Problem Based Learning learning method on higher order thinking skills (HOTS) and to find out the improvement of students' higher order thinking skills after the Problem Based Learning method was applied to the material of adab using social media lessons on moral aqidah of class VIII MTs Tauhidiyah I Bubulan. This study uses a quantitative approach with experimental methods, while the model is a quasi-experimental design, the design is a nonequivalent control group pretest-posttest design. This study consisted of two classes, namely the experimental class and the control class. The samples were 15 experimental class students and 15 control class students. Data was collected using unstructured interviews, observation, documentation and tests. The data collection technique was done by giving a pretest and posttest. The data analysis is descriptive and inferential statistical analysis. In the descriptive test based on the N-Gain test, the average N-Gain value for the experimental class was 0.58 which was in the medium category. While the inferential statistical test using the independent samples test formula with the help of SPSS version 25. Based on the test results, the obtained tcount > ttable is 3.752 > 1.701 and the sig (2-tailed) value is 0.001 < 0.005 so it can be decided that Ho is rejected and Ha accepted. Based on the results of descriptive, inferential and observational statistical analysis, it can be concluded that the use of the Problem Based Learning method has an effect on higher order thinking skills (HOTS) on the material of adab using social media, moral aqidah lessons for class VIII MTs Tauhidiyah I Bubulan and increasing students' higher-order thinking skills. after applying the Problem Based Learning method, it is in the medium category.