Practicing Contextual Teaching and Learning Approach to Enhance Students’ Higher Order Thinking Skill on Writing Ability

The purpose of this study is to improve higher order thinking skills (HOTS) through the use of Contextual Teaching and Learning (CTL) in junior high school science subjects. Study this is study action classes (PTK) implemented at SMP Negeri 1 Pringgasela Class VIII Semester I of the year 2024/2025 lessons of 30 people. Technique data collection used is use instrument HOTS test choices double And sheet observation for measure implementation CTL learning . While the data is being analyzed with use technique descriptive qualitative. Results study this show that after implementing CTL, ability higher order thinking skills (HOTS) students experience significant improvement? in every cycle. On cycle 1 Improvement ability higher order thinking skills (HOTS) are marked with improvement percentage average value of results HOTS test for students namely with percentage average value of 16.67 % stage pre-action to 73.33% after action cycle 1 with criteria Enough Good And return increase after done action cycle 2 with percentage average value of 90.00% with criteria good. Usage Contextual Teaching and Learning (CTL) is capable increase ability students' higher order thinking skills (HOTS). Because involving learning in context real, encouraging experience active students , and involving they in think critical.

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

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

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.

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 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%.

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.

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 purposed to determine the effect contextual teaching and learning approach toward the higher order thinking skills of mathematics student at SMP A Palembang. Types of research was quantitative with True Experimental Design categories posttest-only control design. The population was all class VII in School 2019/2020 academic year consists of six classes. The sample in this research taken by using simple random sampling. From six classes of the population of samples that classes are VII5 as an experiment class and classes are VII6 as a control class with 32 stdents by classes. Conduct research each four times meeting, the first, second and third meeting for learning and the fourth meeting for post-test. Research data collected through test higher order thingking skills and observation contextual teaching and learning. The data obtained from the test are used to test the research hypothesis by using Independent Sample t Test SPSS 21. Statstical calculations obtained from the test result generate sig (2-tailed) = 0,000 < ? (0,05) that causes Ho rejected and Ha accepted. Therefore, it could be concluded that there was an effect of contextual teaching and learning approach on higher order thinking skills of mathematics student at Senior High School Palembang.

This study aims to investigate the analysis of the implementation of multi techniques based learning media in improving the elementary school students’ higher order thinking skill in solving exponential problem. This is caused by the lesson plans cannot motivate students to improve higher order thinking skills. The method used in this study is a mixed method which is a combination of quantitative and qualitative methods. The research subjects were the fifth grade students of elementary school consisting of 25 students of experimental class and 24 students of the control class. The instruments of this research are an interview, a questionnaire, observation, and documentation. Quantitative method is applied to analyze the difference of student achievement result among two classes, while the qualitative method is applied to analyze the students' higher order thinking skills. The results show that there are significant differences between the two classes that applied multi techniques based learning and conventional learning. The statistical result indicates that the (2-tailed) significance of the independent sample t-test in the pre-test was 0.000 or α ≤ 0.05. It implies that the implementation of multi techniques media affects the students' higher order thinking skill in solving exponential problem.

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.

Assessing both learning process and achievement is a pedagogical competency in which it refers to an ability that must be possessed by the teacher. The learning done by teacher is intended to maximize the students’ higher order thinking skills, that is why the assessment is required to measure their higher order thinking skills. This research was carried out to study the teacher’s creative thinking skill and the implementation of problem-based learning to improve teacher’s creative thinking skill in creating mathematical problems based on higher order thinking skill (HOTS) through a comparative research. The method used was mixed method combining quantitative and qualitative research methods. 64 respondents were selected as the subject of this research, then they were divided into two classes, an experimental class which involved 32 teachers and a control class which consisted of 32 teachers. This research revealed that there was a significant difference found on the independent t-test from the post-test. Data analysis showed that t-value taken from post-test was sig. 0,000< 0.05, it proved significant. Therefore, there was an effect of the implementation of problem-based learning in which it was able to improve the teachers’ creative thinking skill in creating mathematical problems based on higher order thinking skill.

The current curriculum in Indonesia focuses on developing higher order thinking skills. However, this achievement at the level of education varies widely, even in the same school. This study aims to determine the effect of differences in gender and grade of students on high school students’ high order thinking skills. This research was conducted by giving 45 points multiple-choice questions to 94 students in four class of XI senior high school. The items given are questions based on higher order thinking aspects. Based on the analysis results, 27 male students scored in the high domain, and only two male students scored in the low field. Twenty female students scored in the high field, and nine students achieved in the low field. The gander has a significant correlation to students’ higher order thinking skills, with an association coefficient or a contingency coefficient of 0.1. In other words, the student’s gender is affecting the student’s higher order thinking skills. The grade variable does not have a significant correlation with student’s higher order thinking skills. In other words, the student’s grade affects the student’s higher order thinking ability is not proven.

This study aims to determine (1) the effect of implementing STEM-based modules on students' higher order thinking skills; and (2) the effect of self confidence on students' higher order thinking skills. This study used an experimental method with a one way ANOVA research design. The research sample was 18 students in one class and attended vibration and wave courses. The instrument used to measure students' high-order thinking skills in the form of HOTS test questions in the form of essays totaling 10 questions that have high valid and reliable criteria and a closed questionnaire with a Likert scale to measure student self-confidence. The research data were analyzed statistically which included the N-Gain test, analysis prerequisite test and hypothesis testing. The results showed that significantly, learning using STEM-based modules had an effect on students' higher order thinking skills. The increase in students' higher order thinking skills is higher for the level of creating when compared to the level of analyzing and evaluating. Meanwhile, there is no significant effect of self-confidence on students' higher order thinking abilities.