Between Imagination and Information: Exploring the Assessment Practices of Literary and Non-Literary Texts on Reading Skills

The rapid development of knowledge and technology in the 21st century era, education is very important in facing global challenges. Students are required to have higher order thinking skills. Education plays an important role in shaping students' HOTS in facing challenges in the current era. The purpose of this study was to analyze the effect of implementing cybernetic theory on HOTS. This type of research is a quasi-experimental design with a non-equivalent control group design. The population of this study were fourth grade elementary school students, totalling 42 students. The sample of this research was class IV A with 20 students and class IV B with 22 students. Class IV A is an experimental class that does learning with cybernetic theory, while class IV B is a control class that does conventional learning. Methods in data collection are interviews and tests. The instruments used in data collection were interview sheets and multiple-choice tests. Data were analyzed with quantitative descriptive and independent sampling t test. The results of the t-test that have been carried out obtained a t-count value of 9.645 with a t-table of 1.684. This means that t-count > t-table so that Ha is accepted and Ho is rejected. So, it can be concluded that there is a significant effect of the application of cybernetic theory on the HOTS of fourth grade elementary school students. Therefore, the use of cybernetic theory can be an effective approach in developing HOTS at the elementary school.

The information-based society determines that the key factor to achieve success is the development of sophisticated thinking. That said, the thinking process cannot be just a mere imitation of cognitive work, since the digital age requires the authentic skills of working with a flow of information that is being constantly updated. This paper deals with the last stage of the study devoted to the development of sophisticated thinking. It focuses on the enhancement of higher order thinking skills. We claim that the cognitive processes should be based on three phases: development of disposition towards both thinking process and processed information; development of lower order thinking skills which serves as an indispensable basis for developing higher order thinking skills; and development of higher order thinking skills. The omission or reordering of any of these phases may result in significant deterioration of the obtained results. The special emphasis is put on the idea that higher order thinking skills are more effectively developed when lower order thinking skills have already been interiorized. Furthermore, the development of disposition is regarded as the cornerstone of the development of sophisticated thinking in general. Also, due to its defining feature of polysemy, a literary text is considered to be the most appropriate basis for enhancing students’ thinking skills. For the purpose of verifying the theoretical ideas, a qualitative study has been conducted. The two groups of students, who participated in the first and second stages (three-month cycle each) of our project, continue to be involved in this one. They are second-year bachelor students of the Higher School of Economics who are studying English as a second language. On the basis of the ideas expressed by B. Bloom about the division between lower and higher order thinking skills and by J. Mezirow about transformative learning we designed tasks to enhance higher order thinking skills. These tasks were related to the short stories written by D. Barthelme and printed as a collection, Sixty Stories. To teach the students of both groups (control and experimental), the text-based approach with special techniques to measure the students’ level of understanding and the ability to apply the given information was used. The results of the experiment indicated that the students of both groups made headway in their application of thinking skills. However, the students of the experimental group demonstrated a more significant shift due to the fact that the development of their disposition towards cognitive processes and processed information had been specifically targeted over the course of the first and second stages of the project. Another important outcome of the study was that the participants’ frame of reference was extended which allows us to speculate that the development of sophisticated thinking may result in the change of a person’s interpretation of socio-cultural situation. Hence, a further in-depth study of the issue should be conducted.

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.

The urge behind the current study was to argue for the development of critical thinking in language learners as an important element in EFL classes. A host of ways such as explicit teaching of critical thinking skills and using special programs have been hypothesized to improve learners' critical thinking ability. As a contribution to the current attempts to implant critical thinking in teaching and learning processes, the present study proposed employing literary texts in reading comprehension classes. To attain this goal, firstly, 34 learners were targeted as the participants of the study. Next, the pre-test of the study including a critical thinking test and a reading comprehension test was administered. Based on the results of the pretest, the participants were assigned into two homogeneous groups- experimental group and control group. Subsequently, both groups went through a 15-session reading comprehension course. The materials for the experimental group were literary texts extracted from different literary books and short stories. On the other hand, the materials for the control group were non-literary texts in the reading comprehension sections of books such as Interchange, Topnotch and Spectrum series. The same teaching method emphasizing critical thinking skills was used for teaching both groups. At the end of the course, a post-test including a critical thinking test and a reading comprehension test was administered to assess learners' critical thinking and reading comprehension. The findings of the study revealed that literary texts, as they require imaginative and creative thinking and are rich in reasoning and inference, can serve teachers tremendously to improve learners’ critical thinking ability. The results of the study have significant implications for teachers, researchers and material developers.

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.

Indonesian is the national language used as the main means of communication in everyday life, both in education, government, and in the mass media. In this context, literacy methods are important to be applied in the process of learning Indonesian. Indonesian language education at the Senior High School (SMA) level plays an important role in shaping students' literacy skills, both in reading, writing, speaking, and listening. One of the main objectives of learning Indonesian is to develop effective communication skills and improve literacy skills that can support students' academic success and daily lives. The application of appropriate literacy methods is very necessary to help improve the quality of Indonesian language learning. Literacy methods in learning Indonesian can encourage students to be more active in reading, writing, and thinking critically. With the right method, students not only master Indonesian language material, but are also able to apply literacy skills in various life contexts. This study aims to apply literacy methods in learning Indonesian at SMA Negeri Restorasi Doreng. Literacy as the ability to understand, criticize, and produce texts has an important role in improving students' competence in language. The methods applied in this study involve various literacy techniques, such as critical reading, creative writing, and text-based discussions. This research was conducted with a qualitative approach through observation, interviews, and document analysis. The results of the study indicate that the application of literacy methods can improve students' understanding of Indonesian language materials, enrich vocabulary, and hone their writing and speaking skills. In addition, the application of this method also succeeded in building more active student involvement in the learning process. Thus, the literacy method can be used as an alternative to improve the quality of Indonesian language learning at the high school level.

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 present study examines the influence of family position on the development of critical thinking and collaboration among non-native English language learners at the secondary level. Recognizing that family structure and dynamics play a crucial role in shaping students’ cognitive and interpersonal abilities, the study highlights how a supportive and participative family environment fosters higher-order thinking and cooperative skills. Moreover, critical thinking enables learners to navigate and cope with challenges arising within the family, particularly in contexts marked by rigid authority, limited communication, or socio-cultural constraints. A sample of 100 students was selected from four Sr. Secondary schools in Agartala, West Tripura, India, two of which were in urban regions and two of which were in rural areas, in order to examine differences across family types and localities. The Bhatnagar and Rastogi Family Scale and standardised instruments for evaluating teamwork and critical thinking were used to gather data. It is relevant that most non-native English language learners inhabiting in urban areas live in nuclear family, whereas most non-native English language learners inhabiting rural areas live in joint family environments. Students from nuclear families and urban settings exhibited significantly higher levels of both skills compared to their counterparts from joint families and rural areas. These findings highlight how crucial it is to incorporate critical thinking and family-sensitive teaching strategies into school curricula in order to more effectively involve students from a range of socio-geographic and familial environments.

Higher order thinking skill (HOTS) is an important outcome standard of higher education in any discipline. Accordingly, English language textbook should present higher order thinking questions to promote students’ higher order thinking skill. The aim of this research is to analyze the extent to which the higher order thinking skill (HOTS) and the indicators of reading skill are assessed in the reading comprehension exercises. This research used the descriptive analytical method of research, which refers to content analysis. The data are analyzed based on revised Bloom’s taxonomy and reading skill indicators. The findings reveal that: (1) HOTS in the reading comprehension exercises questions only includes analyzing skill and evaluating skill while creating skill is not found; and (2) the indicators of reading skill are not fully assessed from the questions in the reading comprehension exercises in English language textbook for twelfth grade students by Indonesian Ministry of Education and Culture. The textbook only assesses topic, explicit meaning, and implicit meaning indicators. Students will not achieve higher order thinking skill and reading skill excellently if they only practice reading comprehension exercises from the textbook.

Reading and reading comprehension is necessary for almost every area of life. Therefore, it is important to start develop reading comprehension skills already in primary school. According to the international (PIRLS, 2001, 2006, 2011) and the national (2005, 2007, 2012) student achievement is observed that some 4 grade students literary and informational texts comprehension skills are deteriorating. Particular attention should be given to higher-order thinking skills development, i.e. textual information interpretation, integration, evaluation, because the results of these skills significantly descended over the past five years. Study of two alternative Lithuanian language textbooks for 3-4 grades helped to identify that given comprehension tasks develops student’s lower and higher-order thinking skills but some differences noticed as well. One textbook contains questions and tasks oriented to the lower level of thinking, i.e., the knowledge, understanding and the application of skills. In another textbook there are more questions and tasks that focus on higher-level thinking, i.e. analysis, synthesis and evaluation skills. Either in researched textbooks differ the number of questions and tasks for understanding literary and informational texts. This article presents results of the study, which revealed a higher-level thinking skills development by reading literary and informational texts in alternative Lithuanian language textbooks for 3-4 grades. Key words: higher-level thinking skills, reading comprehension, textbooks.

Abstract: According to demands of curriculum 2013, assessment carried out on school should have led to increasing of higher order thinking skill. The lack of availability of questions are specifically designed to develop student’s higher order thinking skill causes students are not really proficient in solving higher order thinking skill questions. This study was research and development research purposing to determine development steps and quality of higher order thinking skill test instrument in one of high schools chemistry topic, i.e. colloid. The process of developing a higher order thinking skill test instrument used a formative research designed by Tessmer through 4 stages, namely: preliminary, self-evaluation, prototyping (expert reviews, one-to-one and small group) and field test. The data were obtained from the results of filling out validation sheets by expert reviews, questionnaires filled out by students, and test/trial of higher order thinking skill test instrument on students. The results of the development were categorically valid logically and empirically. The reliability of the test instrument was 0,65 with the high category. The item’s difficulty level was in the medium category. Six questions had good distinguishing power and one question had enough distinguishing power. The higher order thinking skill of students were in excellent, good, adequate, lacking and very poor categories respectively: 15,14%; 12,12%; 42,42%; 24,24%; 6,06%.

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

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

The present study aimed to explore whether there is any difference between the performance of EFL learners who read literary texts and those who read non-literary texts on inference demanding tests. Through convenience method of sampling, 30 Iranian senior university students of English translation B.A., studying at Islamic Azad University, Karaj Branch, Iran, who were of both male and female genders, ranging from 19 to 30 years of age took part in the current investigation. Once their language proficiency was measured by means of Oxford Placement Test, participants took part in an inference demanding test constructed by the researcher consisting of two cloze tests - one non-literary text and one literary text. The results from the t-test indicated that literary text had a more positive impact on the EFL learners’ inferring ability than non-literary text. This study is particularly important given the fact that most reading materials are far from being shallow and require deeper interpretation. The major implication of the study was that incorporation of literature in general and literary texts in particular, in EFL curriculum, would serve many benefits specifically in the realm of comprehension and inference.

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