Enhancing Questioning and Communication Skills in Elementary Science Learning: Challenges and Pedagogical Insights

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 (HOTS), which should develop in even semester students of PGSD in science learning, have experienced problems due to distance learning during the Covid-19 pandemic. This study aims to analyze the effect of using the Quizizz media application on Higher order thinking skills (HOTS) of PGSD students in science learning. This type of research is a quasi-experimental (quasi-experimental) design with Pretest-Posttest Control Group Design. The population used is the even semester students of the experimental class A2 and the control class A1 totaling 68 students. Sampling using a purposive sampling technique and collecting data using tests and observations. The instrument used in the study was an objective test question: the data analysis technique used descriptive, normality, homogeneity, hypothesis, and ANOVA tests. The results showed that the average score of the post-test results using Quizizz was higher than the post-test scores using Kahoot. Thus, it can be concluded that the Quizizz media application affects students' Higher order thinking skill (HOTS) ability in science learning.

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.

This study aims to determine the effectiveness of the use of socio-scientific issues on scientific literacy and higher order thinking skills of students in science learning. This research is a type of meta-analysis research. This research data comes from the analysis of 20 national or international journals that have been published from 2016-2022. The search for data sources comes from the Google Scholar, Eric Journal, ScienceDirect, and Springer databases. The sampling technique is purposive sampling technique. The data that is used as a sample must know the criteria that have a relationship with the research variables, namely social science on scientific literacy and students' higher order thinking skills in science learning. Data analysis is a quantitative data analysis technique with the help of JSAP.. The results of the study indicate that the use of socio-scientific issues affects students' higher order thinking skills by 47% and scientific literacy by 53% with an n-Gain of 0.50 medium category. This shows that the use of socio-scientific issues in science learning has a significant effect on students' higher-order thinking skills and scientific literacy.

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.

The 21st-century learning has undergone a paradigm shift in education from teacher-centered to student-centered. It recently emphasises students' critical and creative thinking abilities, effective communication, innovation, problem-solving, and collaboration. This study examined the Ricosre model's effectiveness with the Question Formulation Technique (QFT) in enhancing students' higher-order thinking skills (HOTS) and science literacy. It involved 296 fifth-grade students from three selected state elementary schools, chosen through cluster random sampling. Each group consisted of 148 students divided into control and experimental groups. Data were collected through multiple-choice and essay instruments and subsequently analysed using multivariate analysis of variance (MANOVA). The research variables were students' higher-order thinking skills (HOTS) and science literacy. The results indicated that the Ricosre model with QFT effectively improves students' higher-order thinking skills (HOTS) and science literacy, as it encouraged active participation during the learning process, trained students to develop questioning skills, find answers, analyse, share ideas, and draw conclusions. Thus, it can foster curiosity and metacognitive abilities among students.

The purpose of biology education in high school is to motivate students to explain the world of living things and prepare students to understand biology concepts through scientific process skills and scientific thinking. Problem-based instruction (PBI) blended with online interaction is designed to improve motivation, scientific communication and higher order thinking skills of senior high school students. This research was focused on the development of a PBI integrated instructional module that combined face to face and online interactions using the 4D model (Define, Design, Develop, and Disseminate). At the Define phase, we identified the problem situation and conducted need assessment. At the Design phase, we formulated an instructional web design and created instructional tools in order to obtain the initial draft of the instructional module. At the Develop stage, module development and writing, expert validation, and module testing and revision were conducted to generate the final product. The instructional module was then validated by science education experts, biology teachers, and online learning media experts. The dissemination of the valid instructional module was conducted at the fourth stage. A quasi-experimental method was applied at the next stage. A pretest and a posttest were administered to identify the improvement of students' motivation, scientific communication skill and higher order thinking skills. The results showed that the integration of PBI and online interaction could enhance students' motivation, scientific communication and higher order thinking skills. Findings also indicated that the implementation of PBI blended with online interaction was able to encourage students' motivation and help them to improve their achievement in biology and as a result be successful in attaining the goals of the 21st century learning.

Scientific literacy is a key 21st-century competency that students must possess. However, assessment results show Indonesian students’ science literacy remains low. This study aims to determine the relationship between learning motivation and higher-order thinking skills (HOTS) toward students’ scientific literacy. A quantitative approach with an ex post facto design was used. The sample consisted of 350 twelfth-grade science students selected through cluster random sampling from four public high schools in Maros Regency. Instruments included a learning motivation questionnaire, a HOTS test, and a scientific literacy test. Results showed average scores for learning motivation (67.41), HOTS (64.29), and scientific literacy (66.70), all in the moderate category. Correlation analysis revealed significant relationships between learning motivation (r = 0.626) and HOTS (r = 0.430) with scientific literacy. Simultaneously, both variables contributed 22.6% to science literacy (R² = 0.226; sig. = 0.00). These findings emphasize the importance of integrating affective and cognitive aspects to improve students’ scientific literacy in science education. It is recommended that efforts to improve science literacy focus on strengthening students' affective and cognitive aspects through contextual, project-based, and inquiry-based learning approaches that are relevant to real life. Abstrak. Literasi sains merupakan kompetensi penting abad ke-21 yang harus dimiliki peserta didik. Namun, hasil asesmen menunjukkan tingkat literasi sains siswa Indonesia masih rendah. Tujuan studi ini adalah untuk mengetahui hubungan antara motivasi belajar dan keterampilan berpikir tingkat tinggi terhadap literasi sains peserta didik SMA. Penelitian menggunakan pendekatan kuantitatif dengan desain ex post facto. Sampel terdiri dari 350 siswa kelas XII IPA yang dipilih secara cluster random sampling dari empat SMA di Kabupaten Maros. Instrumen berupa angket motivasi belajar, tes HOTS, dan tes literasi sains. Hasil menunjukkan nilai rata-rata motivasi belajar sebesar 67,41, HOTS sebesar 64,29, dan literasi sains sebesar 66,70 (kategori sedang). Uji korelasi menunjukkan motivasi belajar berhubungan signifikan dengan literasi sains (r = 0,626), demikian pula HOTS (r = 0,430). Secara simultan, kontribusi kedua variabel terhadap literasi sains sebesar 22,6% (R² = 0,226; sig. = 0,00). Temuan menekankan pentingnya penguatan aspek afektif dan kognitif dalam pembelajaran untuk meningkatkan literasi sains. Direkomendasikan upaya peningkatan literasi sains difokuskan pada penguatan aspek afektif dan kognitif siswa melalui pendekatan pembelajaran kontekstual, berbasis proyek, dan inkuiri yang relevan dengan kehidupan nyata.

Science literacy is crucial for prospective elementary school teachers to enhance their higher-order thinking skills. Science education that emphasizes the development of higher-order thinking skills is based on science process skills. This research aims to determine the relationship between science literacy and science process skills on HOTS (Higher Order Thinking Skills) cognitive learning outcomes. The study employs a quantitative approach with a correlational method. Data collection for the variables of science literacy and HOTS cognitive learning outcomes was conducted through written tests, while data collection for the science process skills variable was carried out through performance tests developed by the researcher. The population consists of all 2022 Elementary School Teacher Education Study Program or PGSD students in Sebelas Maret University, with random cluster sampling. Data analysis employs multiple correlation analysis. The results indicate a positive and significant relationship between science literacy and science process skills on HOTS cognitive learning outcomes, with a significance value of 0.000 0.05 and a Pearson correlation value of 0.495. There is a positive and significant combined relationship between science literacy and science process skills on HOTS (Higher Order Thinking Skills) cognitive learning outcomes, with a moderate level of correlation. The findings of this study have important implications for students' enhancement of their science process skills, science literacy, and HOTS cognitive learning outcomes. This research positively impacts academic programs by encouraging students and implementing relevant teaching strategies and methods, thereby improving science literacy, science process skills, and HOTS cognitive learning outcomes.

Demands of industry and the professions in the innovative world challenge universities to refine the education structure including learning and assessment methods to enhanced graduate employability, including the development of transferable practical skills. Adopting authentic learning environment and assessment methods university education is the major key to fulfill this demand. The present paper examines the effects of authentic learning and assessments through experimental research approach by means of mixed-method approach. Two comparable groups of university students were selected based on the results of the pretest. Authentic learning environment was created for selected topics in mathematics in Engineering: Projectiles, Circular motion and simple harmonic motion and the Fibonacci sequence with golden ratio. The learning environment includes physical demonstrations with practical, simulations, and examples in industry and real world as entertaining activities. Moreover the authentic assessments were created, capturing the learning outcomes. The results discovered that the differences were significant at 0.01 levels in the attainment of higher order thinking skills. Moreover, learning outcomes subjected to the study of two comparable groups were also significantly different at p< 0.05 level. The research depicted that the students benefitted by authentic Leaning and significant favor on assessment methods in students’ achievements. Further the authentic instruction and assessments bring a positive effect on higher order thinking abilities. Authentic approach provides opportunities to the students to develop the 21st century skills beside the mathematical knowledge and skills. We suggest that the research can be extended to engineering core subjects.

Various studies show that the scientific literacy of Indonesian students is still in a very low category, based on a review of the literature several factors are thought to be involved, namely related to the thinking ability of students who have not reached higher cognitive abilities in this case higher order thinking skills. So, this study aims to determine the relationship between higher order thinking skills and scientific literacy in public high school students in Bulukumba Regency, this research is a correlational type with a quantitative approach. The population in this study were all XII grade students at public high schools in Bulukumba Regency. The samples in this study were XII grade students at SMAN A, SMAN B, SMAN C, SMAN D, SMAN E, SMAN F, SMAN G, and SMAN H. Data collection techniques in this study used multiple choice tests that tested the C4-C6 level and scientific literacy tests tested in the PISA Program. Data analysis in this study was conducted using simple correlation test with Product Moment correlation method. The results showed that there is a relationship between higher order thinking skills and scientific literacy of high school students in Bulukumba Regency. This is based on the results of the analysis obtained showing that the significance value of learning is smaller than 0.05, namely (0.001 &lt;0.05).

Biodiversity in high school that has been implemented so far has yet to use instructional tools that are oriented towards scientific literacy skills and higher-order thinking. Therefore, this research was intended to develop instructional tools for biodiversity, which aim to improve students’ scientific literacy and higher-order thinking skills. To do so, this research was carried out by adopting the Borg and Gall development model, which consisted of 4 stages, namely (1) needs analysis, (2) model design and development, (3) model validation, and (4) dissemination. The instruments included teaching material validation instruments, instructional tool instruments, and learning tool effectiveness instruments. Lastly, the data were analyzed descriptively and using ANCOVA (Analysis of Covariance. The results showed that (1) based on the expert validation of the Biodiversity instructional tools developed in this study, were categorized as feasible to be implemented in learning activities with a score of 3.90; (2) The practicality of the developed Biodiversity learning tools has been well implemented (score 3.78); and responded well by students (score 3.01) and responded very well by teachers (score 3.63); (3) Implementation of Biodiversity learning tools shows better achievement of scientific literacy and higherorder thinking skills compared to conventional learning; and (4) the results of the Ancova test showed that the Biodiversity learning tools had an influence on students’ scientific literacy and higher order thinking skills (p&lt;0.05). Overall, the results of developing Biodiversity instructional tools are effective in increasing the scientific literacy skills and higher-order thinking of high school students.

Teaching nonscience majors topics in biotechnology through case studies is the focus of this research. OurBiotechnology, Environment, and Related Issuesmodule, developed within theScience for Allframework, is aimed at elevating the level of students' scientific and technological literacy and their higher order thinking skills. The research goal was to investigate nonscience major students' ability to use various thinking skills in analyzing environmental and moral conflicts presented through case studies in the Biotechnology Module. The research population consisted of about 200 nonscience majors in eight classes of grades 10–12 from heterogeneous communities. We found a significant improvement in students' knowledge and understanding and higher order thinking skills at all academic levels. The scores that low academic level students achieved in the knowledge and understanding category were higher than their high academic level peers' scores. In the higher order thinking skills—question posing, argumentation, and system thinking—a significant difference in favor of the high academic level students was found. The gap that had existed between low and high academic level students narrowed. Most students reported that the biotechnological topics that they had studied were interesting and relevant. Based on these results, we advocate a curriculum that exposes students to scientific controversies through case studies with environmental and moral implications. Our research has shown that this approach is likely to contribute to developing scientific and technological literacy along with higher order thinking skills of nonscience majors. © 2003 Wiley Periodicals, Inc.Sci Ed87:767–793, 2003; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10081

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 (&gt;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 &lt; 0.05 and t(table) &gt; 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.&#x0D; Keywords: investigation group; Marzano’s learning dimensions; higher order thinking skills; critical thinking skills; creative thinking skills

&lt;p&gt;Education is one of the fields or perspectives that have significant developments in the progress of the times. Technological developments are developing the world of education, called the era of the industrial revolution 4.0. Therefore, several things must be mastered, namely competence in each student's life and multiliteracy in mental, physical, and intellectual capacities. One is Science Literacy Ability and Higher Order Thinking Skills (HOTS). In addition to knowledge competence, students must also have confidence in themselves to do and do well, namely self-efficacy. This study aims to determine the relationship between scientific literacy skills, HOTS, and self-efficacy as mediating variables. This type of research is correlational with the survey method. The sampling technique used is Simple Random Sampling with a sample of the population of class XI SMA students who are studying biology. Techniques and data collection instruments using tests in the form of questions (scientific literacy skills and HOTS) and statement questionnaires (self-efficacy). The research was conducted in March-May 2022 at SMAN 3 Semarang. Analysis of research data using quantitative descriptions. The results of this study are that there is a relationship between scientific literacy ability and HOTS with an influence proportion of 7.9%, there is no relationship between scientific literacy ability and self-efficacy with an influence proportion of 0.2%, there is no relationship between HOTS and self-efficacy influence 1.2%.&lt;/p&gt;