Design of Student Worksheets Oriented to Higher Order Thinking Skills (HOTS) in Physics Learning

This research aims to produce feasible and valid assessment instrument of Higher Order Thinking Skill (HOTS) to measure students’ Higher Order Thinking Skill in Physics learning. The type of this research was research and development, adapted from development model from Brog and Gall. The researchers modified Borg and Gall’s development model as stages such as (1) Collecting information, (2) Making the plan, (3) Preparing the product form, (4) Conducting revision of the initial product, (5) Implementing the product. The study group consisted of 34 10th grade students of Senior High School 1 Sape. Data collection was conducted through a test consisted of 20 multiple-choice items of Physics learning in the form of HOTS. For data analysis, the technique of QUEST was used to examine the validity, reliability, the difficulty level, and distinguished items. This research generated an assessment instrument that is feasible in aspects of validity, reliability, difficulty level, and question differentiaton to be used as an alternative instrument in assessing students’ HOTS.

The purpose of this study was to determine the effect of the problem-based learning model on students' high order thinking skills. The topic of this essay is meta-analysis. Meta analysis is a study conducted by collecting, analyzing, and comparing data from several previously completed studies. Research samples were made from 27 nationally and internationally accredited journals with criteria according to the problem formulation. The data analysis method used in this study is a method that minimizes the effect size of each article. Based on the results of the research, it has been determined that the effect of the problem-based learning model on students' high order thinking skills. First, the problem based learning model has a significant influence on improving students' high order thinking skills. Second, the problem based learning model based on educational level states that there is a significant influence on students' higher level thinking abilities. Third, the problem based learning model based on science and physics subjects does not have a significant difference in students' high order thinking skills.

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.

Higher order thinking skills are one of the skills that are used as provisions for students to face competition in the era of globalization. The purpose of this study was to determine the effect of the discussion method of analysis of physics learning videos on students' higher order thinking skills. The subjects of this study were all 5th semester students who took the Physics Curriculum Review lectures in the 2020/2021 academic year at a university in the city of Mataram, totaling 64 people. The research method was quantitative, with a post-test only group design. Higher order thinking skills data were obtained from the essay test given after the treatment. Data analysis to test the hypothesis using one-way ANOVA and calculations using SPSS 25. The results showed that the value of the F coefficient of 16,846 with a significance of 0.000 is much smaller than the alpha value of 0.05. There are differences in higher-order thinking skills between students who take conventional discussion learning, students who take video analysis discussion learning, and students who take problem-solving learning. The follow-up test with the Tukey Test shows that the difference between class 1 and class 2 has a significance of 0.000, the difference between class 1 and class 3 has a significance of 0.003, and the difference between class 2 and class 3 has a significance of 0.048. All comparisons had a significance value less than an alpha value of 0.05, so further tests for all pairs of sample classes were significant. The average score of students who took conventional discussion learning was 78.45, the average score of students who took part in the video analysis discussion learning was 85.20, and the average score of students who took problem solving learning was 82.36. Thus, the class of students who took part in the video analysis discussion learning physics learning had the highest average compared to the other 2 classes. The discussion method of analyzing physics learning videos can be used as an alternative learning method to develop students' higher order thinking skills.

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

Higher order thinking skills (HOTS) in learning that would be needed in the 21st century. This study probed the effect of utilizing problem-solving strategy while learning physics. The sample of this study is two classes from the second year of Senior High School in Pontianak. Qualitative and quantitative research methods were applied to identify students’ HOTS, to analyze students’ score and acquire the effect of problem-solving strategy after students learning physics. The result shows that student’s physics HOTS who studied by problem-solving strategy is higher than students’ by rehearsal strategy. Thus indicates that problem-solving strategy can be effective to enhance students’ HOTS of physics. The pedagogical implication is discussed on the use of problem-solving strategy as an alternative strategy for physics teaching.

The use of technology in learning media is the goal of national education which requires educators to be able to master and adapt according to the times. Education must be held in an interactive, inspiring, fun, challenging, and motivating way for students to participate actively, and provide sufficient space for student’s initiative, creativity, and independence. This study aims to analyze the use of interactive learning media to improve students' Higher Order Thinking Skills (HOTS) in learning Physics. The research method used was a literature review conducted by reviewing several national and international articles related to the use of Lectora Inspire-based interactive learning media in improving students' HOTS abilities. The sample used was 31 journal articles. The results of this study indicate that the use of interactive learning media based on Lectora Inspire can improve students' Higher Order Thinking Skills (HOTS) in learning Physics.

<p>Quality of learning by teachers nowadays, have not became a serious focus of interest. As the result, the quality of the graduate student is at low rate. The purpose of this research is to develop and apply <em>Technology Pedagogical Content Knowledge </em>(TPACK) for the Injob Primary School Professional Educational Teacher Program (PPG dalam jabatan). The methods applied on the study were combination of qualitative and quantitative and R&D by 4D outline modification, they are; define, design, develop, and disseminate. The subjects of the study are 42 students of The Student of the Injob Teacher of Professional Educational Program which divided into two class of control and experiments each within 21 students. The result of the study is a TPACK model base on literacy and high order thinking skill with significance of the pretest and posttest achievement at 0.001, which indicates that literacy base TPACK model and high order thinking skill effects to the quality of the Injob Teacher Professional Educational Program learning as the student experience Literacy base TPACK model and high order thinking skill learning.</p>

Research has been carried out on the influence of inquiry learning training models based on the local wisdom of Toba Batak on the ability of high order thinking skills (HOTS) physics which aims to improve HOTS's abilities in physics learning. The study was conducted at two schools in the city of Medan, namely MAN 1 and SMAN 21. The type of research was quasi-experimental with two group pretest-posttest design, conducted on 67 experimental class students treated with inquiry learning training models based on Toba Batak wisdom and 67 control class students treated with conventional learning in class XI. The instrument used was the HOTS ability test in the form of an essay with 10 validated questions. The instrument is given before and after being treated. The results of the HOTS ability test were analyzed using the t-test and n-gain to calculate the improvement criteria. The results of hypothesis testing using the t test with α = 0.05 there are significant differences due to the influence of the inquiry learning training model based on the local wisdom of Toba Batak in improving HOTS in XI class physics learning.

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.

Teaching fast learning students is not enough by giving them ordinary mathematics problems. Teaching activities for fast learning students bring consequence for teacher to modify teaching activities from regular to activity that needs Higher Order Thinking skills. Therefore it is need to develop problems to measure higher order thinking skills. This study aims to (1) produce a valid and practical prototype problems to measure Higher Order Thinking skills in Number Sequences and Series for Acceleration Class Grade IX (2) see the effects of the problems to measure higher order thinking skills on students’ achievement in Number Sequence and Series was tried out to students of acceleration class grade IX . This study use development research that consists of analyzing, designing, evaluating, and revising. The instrument for collecting data is written test. Test is used to see students’ achievement in Number Sequences and Series. All data are analyzed using descriptive technique. Subjects in this research are students of Acceleration Class Grade IX of SMP Xaverius Maria Palembang. The total subject are 22 students The results of analysis are: (1) problems prototype which is developed has been valid and practical. (2) based on developing process can be obtained that problems which is developed contains potential effect to higher order thinking skills of Acceleration Class Grade IX of SMP Xaverius Maria Palembang shown by written test result score 35.59. It means that students’ thinking skill is good category. The final conclusion is the problems which is developed can be used to measure higher order thinking skills in Number Sequence and Series  Keywords: problems to measure higher order thinking skills, number sequences and series, acceleration.

Higher order thinking skills are essential for the 21 st century youth and the workforce. There is however, concern on the extent to which various teaching practices enhance these skills in the secondary school student in Cameroon. The study therefore examined the influence of teaching practices on higher order thinking skills on secondary school students in the North West Region of Cameroon. Three hypotheses sought to examine whether teaching methods, teaching learning materials and assessment activities influenced higher order thinking skills among secondary school students in the North West region of Cameroon. The study was a descriptive survey and data were collected using a questionnaire and an observation guide. The sample consisted of 320 students. Data were analyzed inferentially using the Pearson Product Moment Correlation. Findings revealed that teaching practices influence higher order thinking skills in secondary school students in the North West region of Cameroon only to a small extent. Specifically, teaching methods influence higher order thinking skills but assessment activities, and teaching learning materials do not influence higher order thinking skills. Based on the findings, recommendations are discussed. Article visualizations:

Higher-order thinking skills are the ability of students to work on and complete knowledge or ideas in the form of new solutions and relate them to what they find themselves. Higher-order thinking skills need to be possessed by all students so that they can solve problems in everyday life. This study aims to describe the high-level thinking skills of high school students in learning physics. This research is qualitative research with a literature study method, and the data analysis technique used is content analysis. The secondary data sources used are articles or journals from research on higher-order thinking skills, totaling ten articles or journals published in 2016 - 2021. The analysis that has been carried out has classified higher-order thinking skills based on physics subject materials, regional distribution, and grade levels which are reviewed according to the following indicators C4 (analyze), C5 (evaluate), and C6 (create or create). The data categorization results show that the average percentage of higher-order thinking skills is still in the low category in each indicator. The conclusions of this study are expected to provide information related to the description of students' higher-order thinking skills in learning physics in high school grades.

Higher Order Thinking Skill (HOTS) is crucial in the 21st century learning process since it requires high ability to think critically and it requires teachers to have appropriate skill to face technological and global challenge, therefore, it is essential to study about Higher Order Thinking Skill (HOTS) and the relation with teachers’ perception. The study aimed to investigate teachers' perceptions towards Higher Order Thinking Skill (HOTS) and to know how it is reflected in teaching and learning process. This study used descriptive qualitative design. In obtaining the data about teachers' perceptions towards Higher Order Thinking Skill (HOTS), the researcher used a questionnaire and in-depth interview. The questionnaire was distributed to 10 teachers from different school and background knowledge in Java. The results showed that the teachers who were aware with the important of HOTS tend to foster their students in mastering HOTS and foster students to have high skill in problem solving and critical thinking, while the teachers who were lack of awareness will focus on giving their students with task relating with recalling ability only. Additionally, it was also found that teachers having positive perception towards HOTS taught their students using method that foster students to have high skill in problem solving and critical thinking.

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.