Abstract
This researchàaims to develop science interactive studentsââ¬â¢ worksheets oriented to higher-order thinking skills for the fifth elementary school students. The developed student worksheet aims to provoke and familiarize students with their higher-order thinking ability. The cognitive domain of higher-order thinking skills involved is analytical skills. The 4D development model (define, design, develop, and disseminate) was used in this study. The data in this study were collected using a validation sheet. Data analysis was carried out in a quantitative descriptive. The development results showed that science interactive students worksheets oriented to higher-order thinking skills developed were valid with an average score of 3.33. Secondly, the score for the practicality of using the science interactive studentsââ¬â¢ worksheets was 3.69 and 3.38 according to teachers and students, respectively. In conclusion, the science interactive studentsââ¬â¢ worksheets oriented towards higher-order thinking skills, are valid and practical to be used by students of the fifth-grade elementary school.
Highlights
Education in the 21st century or independent learning is characterized by four main paradigms: information, computing, automation, and communication
Data on the responses of educators and students to Interactive Science Liveworksheets oriented to higher-order thinking skills (HOTS) on heat and transfer materials were collected after the learning was completed
The results showed that the response of educators to the use of Interactive Science Liveworksheets included in the category of practical use
Summary
Education in the 21st century or independent learning is characterized by four main paradigms: information, computing, automation, and communication. Educators encourage students to learn from various sources of observation, not just relying on their educator or waiting to be told. In the computational paradigm, learning is directed to formulate problems (asking the question themselves), not just solve problems (answering the problem). In the automation paradigm, learning is directed to train students to think critically and analytically (in decision making), think mechanism (routine). From the description of the issues of the learning paradigm in the 21st century, it can be seen that most of them focus more on mastering critical thinking skills and higher-order thinking skills (HOTS) [2,3,4,5,6]
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