CLASS EVALUATION: DEVELOPMENT OF HIGHER ORDER THINKING SKILLS TEST INSTRUMENTS IN DIGESTIVE SYSTEM LEARNING

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)

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%.

The research paper entitled “Educational Comics Strip as Visual Medium for enhancing Learners’ Higher Order Thinking Skills in Economics” was conducted to identify the learners’ higher order thinking skills in terms of inference, analyzing, evaluating, and predicting using educational comic strips in Economics. Using a quasi-experimental method, it involved 34 purposively selected Grade 9 students of Bondoc Peninsula Agricultural High School during the school year 2021-2022. Data gathering was done online; the respondents through Google Forms accomplished a digitized version of the questionnaire. The students were given a self-made pre-test, and then engaged in a comic strip; afterward, a post-test was administered, followed by a survey questionnaire on their perception of the comic strip. Pearson product-moment correlation, t-Test, Mean and Standard Deviation were used to analyze and interpret the data. The result revealed that the students were in a very great extent-using comic strip in terms of multimodal communication, narrative experiences, text and images, and contextual clues. There is an improvement in the students’ Higher Order Thinking Skills. The pre-test resulted in less frequency of satisfactory to very satisfactory on inferring and analyzing and did not meet expectations on evaluating and predicting. While the post-test resulted in a greater frequency of very satisfactory to outstanding, compared to the pre-test, on inferring, analyzing, and predicting. This result implies that different type of questions on pretest and posttest with the same competencies affects the respondents’ post-test scores, especially in terms of analyzing and evaluating. Based on the findings, the following conclusions were derived. There is a significant difference in the students’ pre-test and post-test mean scores on Higher Order Thinking Skills assessment. Moreover, there is a significant relationship between the student’s perception of the use of comic strips in terms of multimodal communication, narrative experiences, text and images, and contextual clues, and their Higher Order Thinking Skills to analyze, evaluate and predict. Also, there is a significant relationship between their higher-order thinking skill inferring and multimodal communication, text, images, and contextual clues. Keywords: comic strip, Higher Order Thinking Skills, inferring, analyzing, evaluating, predicting

Since higher order thinking skills become one of education goals, the thinking skills become essential for teachers in teaching it to learners. In Bloom’s taxonomy, the cognitive domain, Analyze, Evaluate, and Create level are defined as higher order thinking skills. In constructing the tasks, there will be several ways used to construct task in higher order thinking level. This study focuses on identifying student teacher designed-tasks in facilitating higher order thinking skills in their Microteaching classes as their preparation before going to internship. This study used qualitative method and checklist as the instrument. In particular, 20 lesson plans were analyzed to identify the tasks designed by the student teachers. In order to support the data, the students were interviewed. Based on the findings and the discussion, the student teacher designed-tasks that can facilitate higher order thinking skills are in the level 4 and 6 of Bloom’s cognitive domain. In relation to the principles of constructing tasks in higher order thinking skills, those tasks can present several principles from Brookhart’s such as the task presents resource or introductory material and the task asks to construct response. As a conclusion, tasks that are designed by the student teacher in UIN Sunan Ampel Surabaya can facilitate higher order thinking skills in the level 4 and 6 of Bloom’s cognitive domain by presenting principles of Brookhart’s. Thus, it can be a model for students of English Teacher Education Department in designing task to facilitate higher order thinking skills and as authentic material in teaching assessment task in the discipline.

This paper reviews the literature on the teaching of higher order thinking skills to teach writing in Malaysian context. The issues pertaining the usage of higher order thinking skills to teach writing are also discussed in this paper. ESL teachers are only trained to ask Higher Order Thinking Skills questions where the teaching of writing is concerned but most of them have very little knowledge on implementing the pedagogical knowledge of higher order thinking skills. Despite having multiples of programs to help teachers to infuse higher order thinking skills to teach writing, past studies have reported that teachers were not prepared to teach higher order thinking skills in their own classrooms. Hence, this paper further analyses the need to investigate the issues that are related on the usage of higher order thinking skills to the teaching of writing which needs immediate attention.

This research is aimed to increase students higher order thinking skill in mathematics learning using probing-prompting learning technique. This research is descriptive research with 21 students of X.C class at SMAN 02 Indralaya Utara as the subject. Learning process is according to the characteristic and steps of probing-prompting learning technique. 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 X.C class at SMAN 02 Indralaya Utara is good with this details: percentage of students who have higher order thinking skill with category excellent is 19%. Then, 38,1% have higher order thinking skill with category good; 28,6% have higher order thinking skill with category medium; 14,3% 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 85,7%. Then, indicator of evaluating have percentage 71,4%, and indicator with the lowest percentage is creating with 44,6%.Keywords: Higher order thinking skill, probing-prompting technique

The research aims to find out the influence of using interactive learning media on students’ higher order thinking skills. This research use a type of quasi experimental with a time series design form. Research objects were students from class XII IPA SMA Yapis Manokwari and numbered 19 people. Data analysis requirements show that the data are normally distributed but not homogeneous so the research data is tested using the wilcoxon test. The decision making results were based on Asymp. Sig. (2-tailed) in the amount of 0,014 < α = 0,05 so that the hypothesis of H0 was rejected or Ha was accepted. This means that there is the influence of the used of interactive learning media on students’ higher order thinking skills. The result of the N-gain test calculation show that there is an effect of increasing higher order thinking skills which are at intervals g < 0,3, which is equal to 0,2 that include in low category. The acquisition of an effect size value in the amount of 0,06 which is in the interval d < 0,2 indicates that the effectiveness of interactive learning media in improving higher order thinking skills is in a small category. Students’ higher order thinking skills can be seen from the average score in completing higher order thinking cognitive tests, which amounted to 32,64 (posttest 1) in the low category, 37,58 (posttest 2) in the low category and 38,97 (posttest 3) in the low category. This value means that the use of interactive learning media has a low influence on improving students’ higher order thinking skills. This is also supported by the results of the perception questionnaire analysis which shown the P2b statement is difficult to approve with the highest logit value of +2. This means that students assume that interactive learning media is difficult to use and less flexible.

Higher Order Thinking Skills (HOTS) refer to students' ability to solve problems by analyzing, evaluating, and creating. HOTS are essential for 21st century learning. Solving combinatorics problem troubleshooting requires HOTS. The aim of this research is to examine of senior high school students’ higher order thinking skills in solving combinatorics problems. This descriptive research describes the analysis of senior high school students’ higher order thinking skills in solving combinatorics problems. Class XII IPA 6 SMA Negeri 1 Trenggalek has a total of 21 students. Data was collected through a written test containing combinatorics problems and interviews. The results of the study show the senior high school students’ higher-order thinking skills in solving combinatorics problems: 38% of the students have "excellent" performance; 14% are rated as good; 10% are classified as enough; 38% are classified as low; no one is very poor. The most common indicator of higher-order thinking skills was analyzing (58%), followed by evaluating (55%). The creating rate is the lowest at 47%. This study can develop students' higher order thinking skills and evaluation for teachers in implementing higher order thinking skills in school.

Higher order thinking skills are important for students to help them solve various problems faced over time. Several previous studies on higher order thinking skills have been conducted, but no one focuses on higher order thinking skills at junior high school level in the regions where the average of computer-based national exam results are relatively low in Indonesia. The purpose of this study is to find out categories of and describe students’ higher order thinking skills in solving PISA problems based on determined indicators. This study used a descriptive qualitative methodology. The instruments used in this study were the PISA test and interview guide. The participants were students in the age range of 15 years randomly selected from several junior high schools in Banda Aceh. At this age, the students’ knowledge and abilities could be assessed. Data were collected from the test, interview and documentation that involved 40 participants. This study found that, generally, students had low level of higher order thinking skills, and there were no students who achieved a high level. Therefore, it is recommended to address this issue by developing and improving the students’ abilities that require higher order thinking skills so that the students are able to apply their knowledge and skills to solve new problems and implement them in real life situations.

HOTS is a very important aspect to be developed in learning mathematics because in solving non-routine real problems students need critical thinking skills and creative abilities. This literature review aims to provide an overview of the opportunities and challenges of developing high-order thinking skills (HOTS) assessments in mathematics learning, especially from a non-technical perspective. Because of the many assessment developments that exist when applied to the assessment of the mathematics learning process. This study was conducted using the method of conducting a literature review proposed by Creswell (2002) in which the study materials used were in the form of journal articles and proceedings. The results of the study indicate that the development of high-order thinking skills (HOTS) assessments in mathematics learning has opportunities in terms of the positive influence obtained from the development of the high order thinking skills (HOTS) assessments, while the challenge is how to develop appropriate mathematics learning instruments. with indicators of high-order thinking skills (HOTS), questions can be developed that are valid, practical, appropriate, and suitable for use, and maximize the assessment or assessment that will be carried out by the teacher at the end or beginning of learning. Thus, to obtain a positive influence from the development of high-order thinking skills (HOTS) assessments in mathematics learning, teachers need to pay attention to these challenges. HOTS merupakan aspek yang sangat penting untuk dikembangkan dalam pembelajaran matematika karena dalam menyelesaikan permasalahan nyata yang tidak rutin siswa memerlukan kemampuan berpikir kritis dan kemampuan kreatif. Kajian literatur ini bertujuan untuk memberikan gambaran mengenai peluang dan tantangan dari pengembangan asesmen high order thinking skills (HOTS) dalam pembelajaran matematika, khususnya dari segi non-teknis. Karena banyaknya pengembangan-pengembangan asesmen yang ada saat diterapkan untuk penilaikan proses pembelajaran matematika. Kajian ini dilakukan dengan mengacu pada metode pelaksanaan kajian literatur yang diajukan oleh Creswell (2002) di mana bahan kajian yang digunakan berupa artikel jurnal dan prosiding. Hasil kajian menunjukkan bahwa pengembangan asesmen high order thinking skills (HOTS) dalam pembelajaran matematika memiliki peluang dalam hal pengaruh yang positif yang diperoleh dari pengembangan asesmen high order thinking skills (HOTS) tersebut, sedangkan tantangan yang ada berupa bagaimana mengembangan instrumen dalam pembelajaran matematika yang sesuai dengan indikator soal high order thinking skills (HOTS) dapat dikembangkan dengan valid, praktis, sesuai, dan layak digunakan, dan memaksimalkan penilaian atau asesmen yang akan dilakukan oleh guru diakhir atau awal pembelajaran. Dengan demikian, untuk memperoleh pengaruh positif dari pengembangan asesmen high order thinking skills (HOTS) pembelajaran matematika, guru perlu memperhatikan tantangan-tantangan tersebut.

: 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.

Contextual Teaching and Learning (CTL), a learning approach which connects learning materials with real life applications within the context of students’ lives, encourages students to find the meaning of what they have learned on their own and the lecturer only act as a guide or facilitator, so the students are motivated to think critically. This study aims to describe the implementation of CTL approach to enhance students’ higher order thinking skill (HOTS) in writing ability of STKIP PGRI Sidoarjo, which has been found in preliminary observations to be lacking in this aspect. This quantitative research uses a quasi-experimental design through a pretest-posttest pattern. The research sample was 22 students of 2021 A class (Experimental Class) and 23 students of 2021 B class (Control Class). The data were collected through observation, test, and questionnaires. The higher order thinking skill includes: understanding problems (24,20%), making assumptions (28,17%), explaining in depth (25,13%), solving problems (23,25 %), and making conclusions (20,63%). From the table of t-test results, the results (α) = 0.004. It can be stated that (α) < 0.05, so it can be concluded that there is a significant difference in the students' higher order thinking skill in writing ability by using contextual teaching and learning approach. The findings revealed that the contextual teaching and learning approach was successful to enhance students’ higher order thinking skill in writing ability. Moreover, it is recommended that CTL and higher order thinking skill have significant influence toward writing ability.

This study aims to shed some light on the significant impact of content videos in flipped learning classroom on students’ higher order thinking skills. The secondary aim of this study is to portray students’ perception toward the practice of flipped learning in assisting their higher order thinking skill development. A total of 36 elementary teacher education students at IAIN Surakarta are involved as participants in this pre-experimental study. Drawing on pre-test, post-test, and focus group discussion, the results of paired sample t-test show a significant difference on the students’ score of pre-test and post-test, meaning that flipped learning with content videos is effective to enhance the students’ higher order thinking skills. Furthermore, the focus group discussion reveals that the students positively perceive the practice of flipped learning instruction to enhance their higher order thinking skills. These results contribute to providing fruitful insights for teachers and school administrators as a teaching model to enhance students’ higher order thinking skills.

This research aims to identify the cognitive dimensions present in the textbook "Bright" and examine the composition and distribution of higher order thinking skills in reading exercises as classified by Revised Bloom's Taxonomy. The research employs a descriptive quantitative methodology, focusing on the ninth-grade textbook "Bright," published by Erlangga in 2024. Data collection was conducted using a checklist instrument. The findings reveal that: 1) The reading questions in the "Bright" textbook encompass only five cognitive dimensions: remembering, understanding, applying, analyzing, and evaluating. 2) Analysis results indicate that 92.8% of the reading questions are categorized as Lower Order Thinking Skills (LOTS), while only 7.2% fall under Higher Order Thinking Skills (HOTS). This suggests a predominance of Lower Order Thinking Skills over Higher Order Thinking Skills in the reading questions of the "Bright" textbook. Consequently, the questions presented in the "Bright" textbook primarily focus on Lower Order Thinking Skills rather than fostering Higher Order Thinking Skills. Relying solely on the English textbook as a pedagogical resource is insufficient for enhancing students' abilities in Higher Order Thinking Skills.