The relationship of learning motivation and higher-order thinking skills with students scientific literacy ability

Scientific literacy is the major purpose in learning science for 15 year-old students before they learn science in separated field such as physics, biology, and chemistry.The aim of this research was to determine the correlation between higher-order thinking skills and level of intelligence with scientific literacy on junior high school students. This research involved 189 students grade IX in East Jakarta as the samples. The method used in this research was descriptive quantitative and using multiple correlation to test the hypothesis. The writer collected the data by utilizing Programme for International Students Assessment 2009’s scientific literacy test and Kamalia 2011’s higher order thinking skills test. IQ test results data from each school used to know the level of intelligence. Research hypothesis tested by Pearson Product Moment correlation with α=0,05. Coefficient of correlation was 0,350, it means that there was positive correlation higher-order thinking skills and level of intelligence with scientific literacy on junior high school students.

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.

Abstract: According to demands of curriculum 2013, assessment carried out on school should have led to increasing of higher order thinking skill. The lack of availability of questions are specifically designed to develop student’s higher order thinking skill causes students are not really proficient in solving higher order thinking skill questions. This study was research and development research purposing to determine development steps and quality of higher order thinking skill test instrument in one of high schools chemistry topic, i.e. colloid. The process of developing a higher order thinking skill test instrument used a formative research designed by Tessmer through 4 stages, namely: preliminary, self-evaluation, prototyping (expert reviews, one-to-one and small group) and field test. The data were obtained from the results of filling out validation sheets by expert reviews, questionnaires filled out by students, and test/trial of higher order thinking skill test instrument on students. The results of the development were categorically valid logically and empirically. The reliability of the test instrument was 0,65 with the high category. The item’s difficulty level was in the medium category. Six questions had good distinguishing power and one question had enough distinguishing power. The higher order thinking skill of students were in excellent, good, adequate, lacking and very poor categories respectively: 15,14%; 12,12%; 42,42%; 24,24%; 6,06%.

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 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.

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 <0.05).

This classroom action research aims to improve students' higher order thinking skills by using the POE model based on blended learning in learning. The research method used is classroom action research. The subjects of this study were students of class XI MIPA1 SMA N Painan in the 2020/2021 semester II academic year, totaling 36 people. The object of this research is the students' higher order thinking ability. This research was conducted in two learning cycles, with the stages in each cycle being planning, action, observation/evaluation, and reflection. The higher order thinking ability in question is the score of students obtained in doing the higher order thinking skills test (C4, C5 and C6) which consists of 10 essay questions. This research is said to be successful if the average value of students' higher order thinking skills is 78, with classical completeness of 85%. The data that has been collected is then analyzed descriptively. The results of the analysis show 1) the average value of students' higher order thinking skills in the first cycle is 76.70 with 72% classical completeness and in the second cycle is 84.50 with 86% classical completeness.

M-Learning-E-Book is an innovative learning model that is relevant to the demands of the twenty-first-century scheme. Studies on M-Learning-E-Book are still not widely conducted by Indonesian researchers and the study is still limited to the effect of this model on student learning outcomes. Therefore, this study aims to examine the effect of M-Learning-E-Book implementation on higher-order thinking skills, retention, and learning motivation. This research used quasi quasi-experimental method through pretest-posttest nonequivalent control group design. The research subjects were students of SMP Negeri Ngunut 1, 2023 academic year, totaling 87 experimental classes and 76 control classes in PAI lessons. In the control class, students followed learning in the form of expository and class discussions, while in the experimental class, students followed learning through E-book-based M-learning. In the experimental class, students met face-to-face for 4 times of online learning equivalent to 4 meetings. The research was conducted when the research subjects in both classes received the topic aspects of islamic history and culture. The instruments used to collect data were higher-order thinking skills test sheets, retention of learning outcomes, and motivation questionnaires. The data obtained were then analyzed using one-way MANOVA analysis with a significance level of 5%. The results showed that the application of M-Learning-E-Book had a significant effect on the achievement of higher-order thinking skills, retention, and learning motivation. The results of this study indicate that M-Learning-E-Book is one of the learning alternatives that are by the demands of the twenty-first century. Keywords: Higher Level Thinking Skills, Higher-Order Thinking Skills, Motivation

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.

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.

This research is motivated by the low level of students' higher order thinking skills (HOTS) in physics. The purpose of this study is to determine how the application of Levels of Inquiry (LoI) learning model in improving students' HOTS. The research design used was a quasi-experiment involving grade XI students in one of the high schools in Bandung City with a research sample of 35 students in the experimental class and 25 students in the control class. The instruments used in this study were higher order thinking skills test in the form of two-level multiple choices for fluid material and observation sheet of learning model implementation. Data analysis techniques include N-Gain, hypothesis testing and effect size. The results of the analysis showed that the application of the LoI learning model in the experimental class was in the excellent category and could improve students' HOTS in the moderate category with an N-gain value of 0.53. In the control class, the application of the conventional learning model can improve students' HOTS in the low category with an N-gain score of 0.18. In addition, the analysis of the Mann-Whitney test results showed that there was a significant difference in students' HOTS between the experimental group and the control group with an effect size in the very large category. This research proves that the application of the LoI learning model is effective in improving students' HOTS in fluid materials.

Narwianta, Nanang. (2019). The Evaluation of Higher Order Thinking Skills in English School Nationally Standardized Examination at State Senior High School 6 Semarang. Thesis, English Language Education Pascasarjana Universitas Negeri Semarang. Supervisor I. Dr. Dwi Anggani Linggar Bharati, M.Pd. Supervisor II. Prof. Dr. Dwi Rukmini, M.Pd Keywords: Evaluation, HOTS, English Nationally Standardized Examination The English school nationally standardized examination as an assessment of the learning outcomes conduct by educational unit is designed to measure the student`s achievement competencies, to determine student`s graduation from the school, it is very significant to conduct test items evaluation since it gives a clear portrait of the quality of the items and the test as a whole. The purpose of this study was to explain the realization of higher order thinking skills reflected in English school nationally standardized examination at state senior high school 6 Semarang academic year of 2018/2019. Then this research evaluate whether the items in English school nationally standardized examination met the requirement of content validity, reliability and practicality. The researcher use the mixed method using analysis card to analyze the realization of higher order thinking skills in English school nationally standardized examination. The content validity analyze through matching method between the basic competensies and the question in paper test.While to ensure the reliability of higher order thinking skills in English school nationally standardized examination, use the KR-21 for multiple choice test items and alpha cronbach for essay test items. And the practiality obtained through checklist instrument. The results indicated that HOTS realized in listening, reading, and writing questions. The listening in the form of spoken written, because it is to test listening simultaneously with speaking. There are one listening question categorized into HOTS of analyzing level, in reading the questions belonging to HOTS reach 8 questions that consist of 5 questions of analyzing level and 3 questions of evaluating level. Meanwhile, there is one question of HOTS into creating level in writing questions. The results also showed the proportion of HOTS comprised 22,22% met the requirement from BNSP that stated in academic year 2018/2019 there is approximately 10-15% of higher order thinking skills test items. Meanwhile, the content validity of the questions is high, and then the reliability of those test items categorized as unreliable and the practicality meet the requirements of the practical test items. Accordingly, this finding reveals that there is still much room for the variation of HOTS levels implemented all skills in English school nationally standardized examination. In the light of these result, this study recommends modifying the proportion of HOTS in four skills by providing them with more representation of the content validity.

This study aims to investigate the relationship between levels of fluid intelligence and higher-order thinking skills according to Bloom's three levels classification (analysis, evaluation, creation) among sixth grade students in Jordan in the subject of work and energy as one of the science book topics for the first semester of the academic year 2021-2022. For this purpose, a test for higher-order thinking skills was designed on the subject of work and energy, consisting of 17 paragraphs of the type of essay questions and multiple-choice in the 3 areas of higher-order thinking skills (analysis, evaluation, creation). The standard Raven test of fluid intelligence with its 5 levels was also applied to the students. After conducting the statistical analysis, the results of the study revealed: (1) a decrease in the level of higher-order thinking skills to less than the average (analysis, evaluation, and creation, respectively); and (2) a positive correlation between the students' fluid intelligence and their scores in the higher-order thinking skills test. Therefore, the study recommended including activities that take into account fluid intelligence in the curricula to improve students' performance in higher-order thinking skills.

At present, there are no many environment-based learning activities with interesting practices that utilize technology and at the same time to train students with higher-order thinking skills. Therefore, a learning instrument is needed to implements these practices. This research aims to describe the practicality and effectiveness of SETS based learning materials for higher-level thinking skills of 1st grader of junior high school in Sciences subject, including (1) describing the implementation of learning, (2) describing student responses toward learning, and (3) describing higher-order thinking skills of students. Research methods used were observation method for learning realization, questionnaire method for student responses, and test method to determine learning achievement (pre-test and post-test). Research instruments used were observation sheets of learning realization, questionnaire sheet for student response, and sheets of the higher-order thinking skills test. Results of the research showed that (1) learning based on the SETS approach was conducted very well; (2) student responses toward learning are highly positive; and (3) higher-order thinking skills of students have increased after SETS-based learning materials have been applied. This is shows that SETS learning materials are stated to be practical and effective to be used in learning to trained higher-order thinking skills.

This study aimed to develop a mathematics learning strategy module to enhance students' motivation and higher-order thinking skills using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) framework within the Research and Development (R&D) paradigm. Conducted during the even semester of the 2022/2023 academic year, it involved fourth-semester students in the Mathematics Education Program at UIN Syahada Padangsidimpuan. Quantitative and qualitative data were collected through interviews, observations, questionnaires, tests, and expert validation. Instruments included a module validation sheet, a learning motivation questionnaire, and a higher-order thinking skills test. Data were analyzed using the Paired Samples Test. Results showed the module was well-implemented, with validation scores of 87.86% and 86.01%, categorized as "good." The module effectively improved students' motivation and higher-order thinking skills, with pretest and posttest scores of 52.38 and 79.19 (motivation) and 72.81 and 79.75 (higher-order thinking skills), both with significant improvements (sig. 0.000 < 0.05). This research recommends further implementation and development of the module using the ADDIE framework for enhancing mathematics learning strategies.AbstrakPenelitian ini bertujuan untuk mengembangkan modul strategi pembelajaran matematika guna meningkatkan motivasi dan keterampilan berpikir tingkat tinggi siswa menggunakan kerangka ADDIE (Analysis, Design, Development, Implementation, and Evaluation) dalam paradigma Penelitian dan Pengembangan (R&D). Penelitian dilakukan pada semester genap tahun akademik 2022/2023 dengan melibatkan mahasiswa semester empat Program Studi Pendidikan Matematika di UIN Syahada Padangsidimpuan. Data kuantitatif dan kualitatif dikumpulkan melalui wawancara, observasi, kuesioner, tes, dan validasi ahli. Instrumen yang digunakan termasuk lembar validasi modul, kuesioner motivasi belajar, dan tes keterampilan berpikir tingkat tinggi. Data dianalisis menggunakan Uji Sampel Berpasangan. Hasil penelitian menunjukkan bahwa modul diimplementasikan dengan baik, dengan skor validasi 87,86% dan 86,01% dalam kategori "baik". Modul ini efektif meningkatkan motivasi dan keterampilan berpikir tingkat tinggi siswa, dengan skor pretest dan posttest masing-masing 52,38 dan 79,19 (motivasi) serta 72,81 dan 79,75 (keterampilan berpikir tingkat tinggi), keduanya menunjukkan peningkatan signifikan (sig. 0.000 < 0.05). Penelitian ini merekomendasikan implementasi lebih lanjut dan pengembangan modul menggunakan kerangka ADDIE untuk meningkatkan strategi pembelajaran matematika. How to Cite: Rangkuti, A.N. (2024). Development of Mathematics Learning Strategy Modules to Enhance Motivation and Higher-Order Thinking Skills for Students at UIN Syahada Padangsidimpuan. TARBIYA: Journal of Education in Muslim Society, 11(1), 13-26. doi:10.15408/tjems.v11i1.39358.