Enhancing Higher-Order Thinking Skills in Vocational Education through Scaffolding-Problem Based Learning

Sukatiman Sukatiman,Siswandari Siswandari,Roemintoyo Roemintoyo,M. Akhyar

doi:10.1515/eng-2020-0070

Sukatiman Sukatiman, Siswandari Siswandari + Show 2 more

Open Access

https://doi.org/10.1515/eng-2020-0070

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Journal: Open Engineering	Publication Date: Jul 3, 2020
Citations: 5	License type: CC BY 4.0

Affiliation: Sebelas Maret University

Abstract

Abstract Aim of the study is to implement Geomatics learning innovations by applying the scaffolding Problem-Based Learning integrated model to improve the student’s Vocational HOTS. The method applied was qualitative with the participation of 2 groups of students practicing consisting of 4 people each. The level of cognitive mastery was measured with the Bloom taxonomy (C1-C6). The results of the investigation showed that the integrated model effectively formed students’ Vocational HOT Skill as a group in 3 stages. The first stage of learning focused on mastering the operation of equipment needed in practice (C2-C3 and partly C4). In the second stage, the students have mastered most of the cognitive analysis and accuracy of practical data (C4-C5) and in the third stage, they made practiced steps more effectively and successfully correlated to the Indonesian National Standards (SNI) level (C6) at the moderately accurate. The application of the Scaffolding Problem-Based Learning model has a positive impact that students get21st-century learning with the main characteristics (4C), consisting: Communication, Collaboration, (Critical thinking, and problem-solving), and Creative thinking. Learning outcomes enriched with higher-order thinking skills can be seen when students take advanced Geomatics material, They already work with groups to map the area more independently

Highlights

Aim of the study is to implement Geomatics learning innovations by applying the scaffolding ProblemBased Learning integrated model to improve the student’s Vocational HOTS
The results show that the operation of the equipment has been acquired by the practice group.It can be seen from Table 3 that the mastery of LOT has reached the target of the study, but the formation of HOT still needs more guidance
The model has been successfully carried out in 3 stages of the learning process, with reinforcement of V-HOT based assumptions given at the end of each of 3 stages

Summary

Introduction

Abstract: Aim of the study is to implement Geomatics learning innovations by applying the scaffolding ProblemBased Learning integrated model to improve the student’s Vocational HOTS. The results of the investigation showed that the integrated model effectively formed students’ Vocational HOT Skill as a group in 3 stages. The first stage of learning focused on mastering the operation of equipment needed in practice (C2-C3 and partly C4). The students have mastered most of the cognitive analysis and accuracy of practical data (C4-C5) and in the third stage, they made practiced steps more effectively and successfully correlated to the Indonesian National Standards (SNI) level (C6) at the moderately accurate. The application of the Scaffolding ProblemBased Learning model has a positive impact that students get21st-century learning with the main characteristics (4C), consisting: Communication, Collaboration, (Critical thinking, and problem-solving), and Creative thinking. Learning outcomes enriched with higher-order thinking skills can be seen when students take advanced Geomatics material, They already work with groups to map the area more independently

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Conclusion