High-level Thinking Skills Research Articles

Student Worksheets Literacy-Based to Improve High-Level Thinking Skill

This research is motivated by the lack of availability of LKPD that supports literacy activities to improve high-level thinking skills. This type of research is Research and Development (R&D) with the ADDIE model development method. The discussion of the research is adjusted to the ADDIE research and development procedures, namely: analyze, design, development, implementation, and evaluation. The subjects of this study were 24 students of grade V SDN 101867 Payagambar. Determination of the level of feasibility of LKPD or Student worksheets is based on expert validation tests and trials on students through student response questionnaires. The effectiveness of LKPD was obtained from the results of the pretest and posttest of grade V students. The results of this study indicate that the validation of material experts was 80% with a feasible category, validation of language experts was 85.41% with a very feasible category, validation of layout design experts was 90.47% with a very feasible category. The percentage results of the student response questionnaire were 86.70 which were categorized as very feasible, so it can be said that LKPD is feasible for use by grade V elementary school students. The results of the student pretest reached an average score of 69.3 with classical completeness reaching 42% with an incomplete category. While the results of the posttest after using LKPD reached an average of 84.50 with classical completeness reaching 100% and declared complete. Based on the pretest and posttest values, the gainscore value can be seen as 0.51 with a moderate effectiveness category. This shows that the use of literacy-based LKPD to improve high-level thinking skills has been effectively used by grade V students of SDN 101867 Payagambar, Batang Kuis District.

Effectiveness of Biology Learning to Improve Digital Literacy and Higher Order Thinking Skills on the Concept of Digestive System

The use of HOTS skill-based e-learning can be used as one of the ways to provide HOTS skills and digital literacy skills. This study aims to determine the effectiveness of HOTS-based e-learning in improving HOTS skills and digital literacy skills of high school students. This study used a quasi-experimental method. The research design used was non-equivalent control group design. The samples in this study were XI Science class students consisting of 38 people determined by purposive sampling technique. This research was conducted on two classes, namely the experimental class (learning using HOTS-based e-learning) and the control class (learning using e-learning not based on HOTS). The results showed that there was a significant difference in the mean between the experimental and control classes on digital literacy and higher order thinking skills. T test on the value of digital literacy skills of HOTS skills shows the number (2-tailed = 0.000 < α (0.05), which means that there is a difference in the effectiveness of using HOTS-based e-learning with e-learning not based on HOTS to improve students' digital literacy skills. Then the results showed that there was a significant difference in the average high-level thinking skills of students between the experimental class and the control class. Showing the T-test number on the value of digital literacy skills shows the number (2-tailed = 0.000) < α (0.05), it means that there is a difference in the effectiveness of using HOTS-based e-learning with ordinary e-learning to improve students' digital literacy skills. The N-Gain score criteria for using HOTS-based e-learning to improve digital literacy skills fall into the medium category (N-gain = 0.56) and the use of HOTS-based e-learning to improve higher order thinking skills in the medium category (N-gain = 0.83).

ANALISIS KONTEN HOTS DALAM BUKU SIMPAY BASA SUNDA KELAS VIII

The goal of 21st century learning is that students are expected to have higher order thinking skills. But in fact, students' high-level thinking skills in Indonesia are still worrying. Based on that, this study aims to understand aspects of higher order thinking and describe its application in the content contained in textbooks in schools. In analyzing and describing content that has high-level thinking content, (1) cognitive level, (2) stimulus elements, and (3) contextual elements will be analyzed. This research method uses descriptive analytic method with a qualitative approach. The techniques used in this research are documents and notes. The text book used in this study is the Simpay Basa Sunda book at the VIII grade junior high school level. The results of this study contained 413 data whose details were (1) various cognitive levels in the book there were 72.39% at level 1 (knowledge and understanding), 9.68% at level 2 (application), and 17.91% at level 3 (reasoning). (2) the stimulus elements in this book are dominated by verbal stimuli totaling 323 stimuli, then visual stimuli totaling 1 stimulus. (3) there are 114 contextual elements in this book with a percentage of 28%. It can be concluded that this book can support the development of higher-order thinking skills, and can also support the ongoing 21st century learning process. However, it must be noted that this can be developed further by increasing the content containing HOTS.

The effect of interdisciplinary teaching approach on the creative and critical thinking skills of gifted pupils

The aim of this study is to develop "Teaching Practices to Improve Thinking Skills Based on an Interdisciplinary Approach (PTSIA)" and to examine its effect on creative thinking and critical thinking skills of gifted fifth-grade students. This study used explanatory sequential design, which is a mixed research method that combines quantitative and qualitative research techniques. The study group of the research consisted of 62 gifted fifth grade students. For the students in the experimental group, the activities in accordance with the results prepared for the PTSIA for the students in the experimental group were carried out for a total of 45 h, 3 h per week during the extracurricular hours. The study used both quantitative and qualitative data analysis techniques. Quantitative data were analysed using the independent samples t-test, which is one of the relational statistics based on the comparison of two variables, experimental and control groups, and Cohen d values were calculated to determine the effect size. Qualitative data were analysed using descriptive and content analysis. It was concluded that the PTSIA prepared with the research were effective in developing creative and critical thinking skills, which are among the high-level thinking skills of gifted students. The applications were found to be beautiful, interesting, intriguing, and exciting by the students. It was concluded that teachers had positive opinions about the practices. Based on the results obtained from this study, the use of an interdisciplinary approach in teaching practices aimed at developing students' thinking skills will facilitate the acquisition of cognitive thinking abilities and their application to daily life. This approach will enable students to more clearly perceive the relationships between events, facts, and ideas, and learn to establish deeper connections between them by integrating various disciplines and perspectives.

EFFECTIVENESS OF USING EDUCATIONAL GAME-BASED SCIENCE MEDIA PRODUCTS IN IMPROVING SCIENCE LITERACY IN ELEMENTARY SCHOOL

This study examines the effect of using educational game-based science media products on improving science literacy , especially in terms of critical thinking or problem-solving skills in elementary school students. Through an experimental research design, the results showed a significant increase in the aspects of science literacy studied in the group of students who used educational game media compared to the control group. The results showed a significant increase in the aspects of science literacy studied in the experimental group. These findings indicate that the use of educational games can be an effective method for improving high-level thinking skills in students, such as critical thinking and problem solving. This study emphasizes the importance of integrating educational games into the elementary education curriculum to support the development of science literacy in more depth. In addition, these results also open up further opportunities for research related to the effectiveness of educational games in various other aspects of education.

Integration of Local Potential of Way Kambas National Park in Developing HOTS-Based Assessment Content in Biological Conservation Courses

The assessment of Higher Order Thinking Skills (HOTS) based on local potential has not been widely used in biological conservation education. Assessments like this aim to encourage students to think critically, analytically, and creatively, as well as familiarize students with solving problems in real contexts, especially in the conservation area of Way Kambas National Park (WKNP) in Lampung. This study aims to identify the local potential of WKNP conservation areas that have the potential to be integrated with the development of HOTS-based assessments in the Biological Conservation Course. The method used in this study is descriptive with a qualitative approach. Interviews were conducted with 6 informants. Triangulation techniques and data interpretation then analyzed the data obtained. The results of this study show that there is a lot of local potential in WKNP conservation area that has the potential to be integrated into the assessment content on 7 biological conservation materials that can be made HOTS-based assessments to hone students' high-level thinking skills.

Implementasi HOTS Pada Pembelajaran PAI melalui Kegiatan P5 dalam Meningkatkan Kemampuan Problem Solving Siswa

This research aims to identify the implementation of HOTS in increasing the understanding and application of religious values ??through P5 activities in the school environment and its influence on students' problem solving abilities. The importance of developing high-level thinking skills in learning and assessment in the field of Islamic religious education (PAI) because it has a central role in forming a deep understanding related to religious concepts. This research uses a qualitative approach with a case study method. Data collection using interviews, observation and documentation. Data analysis using Miels and Hubarman analysis techniques. Validity of research data with poleulation and increased research persistence. The research results are: first, the steps for implementing HOTS in PAI learning through P5 activities with structured planning and preparation, implementation, assessment and follow-up; second, the role of HOTS in PAI learning through P5 activities in improving students' problem solving abilities, namely: improving students' problem solving abilities, critical, analytical and creative thinking which are essential for solving complex problems, developing reflective and metacognitive attitudes; third, evaluation of the application of HOTS in PAI learning through P5 activities in improving students' problem solving abilities through observations, interviews and questionnaires which provide a comprehensive picture of the effectiveness of the approach.

Meta-Analysis Study: The Influence of Project Based Learning Models on Creativity and Science Learning Outcomes of Elementary School Students

The project based learning (PjBL) model is expected to be able to change students' learning styles by increasing motivation in learning, creativity in work, generating creative ideas, and being able to think critically. The meta-analysis research aims to find out how big the effect of the PjBL model is on the creativity and science learning outcomes of elementary school students?; Does the implementation of the PjBL model affect the creativity and science learning outcomes of elementary school students? Collecting articles using the publish or perish application with the keywords PjBL model, creativity, and elementary science learning outcomes. The data obtained was analyzed by calculating the effect size of each journal. Analysis of the average effect size of 0.92 is in the large category. The PjBL model influences the creativity and learning outcomes of elementary school students with r RE = 0.925 in the high category. This shows that the PjBL model can increase student creativity and learning outcomes in elementary school science learning. The PjBL model can improve and develop creativity and high-level thinking skills based on the demands of the 4.0 era.

ANALISIS SWOT PENGGUNAAN CHAT GPT DALAM DUNIA PENDIDIKAN ISLAM

Chat GPT is an artificial intelligence tool that has sparked debate regarding its implications for the world of education. Researchers use a qualitative method with a SWOT analysis framework approach to describe the strengths and weaknesses of ChatGPT, as well as discuss its opportunities and threats to Islamic education. Its strengths include the use of advanced natural language models to generate reasonable answers, the ability to improve itself, and the provision of personal and real-time responses. Thus, ChatGPT can enhance access to information, facilitate personalized and complex learning, and reduce the teaching workload, making processes and tasks more efficient. Its weaknesses include a lack of deep understanding, difficulty in evaluating the quality of responses, the risk of bias and discrimination, and a lack of high-level thinking skills. The threats to education include a lack of contextual understanding, threatening academic integrity, promoting discrimination in education, democratizing plagiarism, and the decline of high-level cognitive skills.

Analysis of Multiple Choice HOTS Test Questions on the Final Semester Assessment

Assessment is essential in the education system to monitor educational development and make appropriate instructional decisions. This study aims to analyze the quality of multiple choice questions based on high-level thinking skills (HOTS) in the Geography subject using Anates Windows Version 4.0.9 software. This evaluative research involves analysis of final semester exam questions for class X Geography at SMA Islam Al Azhar 14 Semarang. Data consisting of questions, answer keys and exam results were collected from 32 students. The analysis was carried out descriptively and quantitatively to assess the level of difficulty, discriminating power, reliability, effectiveness of distractors, and validity of the questions. The analysis results show that the difficulty level of most of the questions is in the medium category (50%). The discriminating power is mostly good, although several questions are wrong or bad. Most of the distractors worked well, but some questions had ineffective distractors. Regarding validity, 17 questions were valid, while 11 questions were invalid. The reliability of the test is in the high category, with a reliability coefficient of 0.71. Anates Windows Version 4.0.9 software effectively analysed the quality of HOTS questions. These findings indicate that although most of the questions are of good quality, some require revision to increase their validity and effectiveness. This research emphasizes the importance of using technology in educational assessment to ensure the quality and fairness of exam questions. It contributes to developing assessment tools to improve students' higher-order thinking skills.Keywords: Item Analysis; Multiple Choice; HOTS; SMA Islam Al-Azhar

THE IMPACT OF DIFFERENTIATED PEDAGOGY ON THE IMPROVEMENT OF HIGHER-ORDER THINKING SKILLS AMONG YEAR 5 STUDENTS IN THE SCIENCE SUBJECT AT SK. ST. AUGUSTINE (M), MERADONG

Higher-order thinking skills (HOTS) are a vital aspect in the transformation of the education system in Malaysia. However, thinking skills are less effectively implemented in the Malaysian education system, leading to a lack of Higher- Order Thinking (HOT) skills among Malaysian pupils. One of the factors contributing to this problem is the teaching approach used by teachers during teaching and learning sessions in the classroom. The presence of students with a variety of learning styles, interests, and levels of ability in a classroom has been a challenge for teachers to undertake teaching and learning activities and subsequently the established teaching and learning objectives. According to the 2022 International Student Assessment Programme Report (PISA), Malaysia is ranked 53rd out of 81 participating countries, which is the lowest ranking when compared to other countries. This is the result of the student's inability to answer assessment questions that require high-level thinking skills. The same situation also occurred where Malaysia’s performance in the Trend in International Mathematical and Scientific Studies (TIMSS) programme in 2019 showed that Malaysia was ranked 26th out of 39 participating countries. (TIMSS 2019). Differentiated Pedagogy (DP) is proposed as a solution, as it meets the learning needs and backgrounds of students who are different from the abilities aspect. The purpose of this study was to examine the impact of different pedagogy methods on the improvement of higher-order thinking skills within 5th-year primary school pupils in science subjects. The study was conducted using an experimental method by implementing differentiated pedagogical learning on a sample of 40 pupils selected purposefully from a school in the Meradong district. The sample of this study was divided by class, which was Year 5 of St. Thomas (n = 20) was used as a control group taught using conventional teaching methods, and Year 5 of St. Matthew (n = 20) was assigned to an experimental group taught using Differentiated Pedagogy method. The sample was given a high-level thinking skills test to determine the performance of pupils before and thereafter the implementation of differentiated pedagogy in learning the unit of 'Matter'. The results of this study indicated an improvement in higher-order thinking skills (HOTs) application in the treatment group that was taught utilizing differentiated pedagogy compared to that of the control group. This study suggests the use of this differentiated pedagogy in other schools as well as in other subjects.

Problematika Guru Pendidikan Agam Islam (Pai) Dalam Menyusun Soal Berbasis Higher Order Thinking Skill (HOTS) Di SMP Negeri 2 Palu

This study aims to find out the problems faced by teachers and find out solutions for teachers who experience problems in compiling problems based on Higher Orther Thinking Skill (HOTS) or high-level thinking skills. This study uses qualitative research methods to understand a condition that occurs in PAI teachers in compiling HOTS questions. The results of this study show that the problems faced by PAI teachers in compiling Higher Thinking Skill (HOTS) questions at SMP Negeri 2 Palu have various problems. There are two problems with the three PAI teachers, namely first, the difficulty in compiling questions that contain problem solving. Second, PAI teachers have problems in determining the KKO (Operational Verb) that is appropriate and in accordance with Bloom's Taxonomy. Another problem is caused by the age factor experienced by one of the elderly PAI teachers resulting in decreased competence so that it is difficult to understand high-level problem solving. This research confirms that the school should conduct workshops related to the preparation of HOTS questions for teachers at SMP Negeri 2 Palu more often. As for PAI teachers, they should always improve their competence in compiling HOTS questions by utilizing the internet, social media and relevant books. In addition, PAI teachers should seriously participate during the Workshop and MGMP activities, so that the knowledge and information obtained can be truly understood and applied in the preparation of HOTS questions.

ANALISIS TREND PENELITIAN PENGEMBANGAN PADA PEMBELAJARAN FISIKA DI INDONESIA

The purpose of this research is to map the trends in physics education development research in Indonesia. The research method used in this study is qualitative descriptive research. The data collection technique used in this research is documentation. The data analysis technique used is qualitative descriptive in the form of data reduction, data display, and conclusion drawing. The results of the research show that there are 689 article titles on development research in the field of Physics. The current trend in development research is the development of electronic-based media and assessment instruments, using both PCs and Android applications. The most widely used development research models are 4D, ADDIE, and Brog & Gall. Development research has also focused on high-level thinking skills, as evidenced by the appearance of keywords related to critical thinking in physics development research. Future development research can focus on the use of technology, such as Augmented Reality, Virtual Reality, Android applications, and the use of AI.

Content Analysis of the EFL Textbook Units According to Bloom’s Taxonomy: Between Theory and Practice

This study analyzed the units of the textbook “Just Imagine” for 9th grade Arab students for English teaching in Israel. The study was conducted to understand whether the Wh-Questions used in the textbook emphasized high-level thinking and cognitive skills development (HOTS). The research question of this study was: To what extent do the Wh-Questions in the textbook “Just Imagine” emphasize higher order thinking skills? Content Analysis was performed. Wh-Questions were chosen as the unit of analysis for this research. Percentages and frequencies of each cognition level were calculated for each book unit separately. The results showed that 167 out of the 219 questions emphasized cognition levels that develop Low-Order Thinking Skills, while only 52 questions emphasized the three levels that use High-Order Thinking Skills. Findings of this research recommended that the textbook authors should further develop the textbook’s content, and maintain a balance between the lower-order and higher-order questions. Evaluating and choosing a good textbook that fits the goals of the curriculum is also recommended.

The Influence of The Problem-Based Learning with Radical Constructivism Module on Students' Problem-Solving Skills

Problem solving skills (PSS) are one of the high-level thinking skills that must be possessed by students. This skill will help students apply scientific content to solve problems in real life. The purpose of this study was to determine the effect of problem based learning (PBL) models with a radical construktivism module on PSS. Data were collected in February to March 2022. The method in this study used an experimental method with nonrandomized post test only control-group design. This research was conducted in two classes: the experimental class using PBL model learning with radical constructivism module and the control class that only using PBL model learning. The samples were 160 students. The instrument was tests to assess PSS. Data analysis used independent sample t-test to determine effect of PBL model learning with radical constructivism module on PSS. T-test results showed that value sig 0,05. The result showed that students who received PBL model learning and the radical constructivism module obtained significantly better PSS compared to students who only received PBL model learning

Pengembangan Instrumen Kemampuan Berpikir Tingkat Tinggi IPA Sekolah Dasar Materi Manusia dan Lingkungan

The aim of this research is to develop a tool that can be used to measure students' higher order thinking skills regarding human and environmental materials. Indicators of high-level thinking abilities were developed based on the cognitive components of Bloom's Taxonomy which include analyzing (C4), evaluating (C5) and creating (C6) skills. This research is a type of R&D (research and development) which uses a formative research type research model to produce products in the form of assessment instruments for high-level thinking abilities. The essay test was created as an assessment tool. The validators in this research are experts and students. The steps taken by researchers in developing this instrument began with compiling the instrument, then expert validation of the assessment instrument to assess the feasibility and correctness of the concept. After validation by experts, the quality of the instrument was tested on students. The results of the research show that research into the development of high-level thinking skills questions has produced a product in the form of a question instrument with the results of 65% of the questions that have been made valid and 35% of them invalid, while the reliability results show that the Alpha reliability coefficient is 0.751 and is categorized as high.

PBLRQA Strategy on Metacognitive Skills and Higher-order Thinking of Students in the Genetics Course

Low metacognitive abilities and high-level thinking cause students to have difficulty understanding genetics course material. This research aims to analyze the effectiveness of PBLRQA, PBL, and RQA strategies on students' metacognitive and higher-order thinking skills. This research uses a non-equivalent control group pretest-posttest design. Sampling was carried out on 118 students consisting of four classes using saturated sampling techniques. The research instruments used were observation sheets on lecturer and student activities, essay-based metacognitive skills tests, and multiple-choice tests on high-level thinking skills. Lecturer and student activity data were analyzed based on the percentage of indicators categorized as high and very high syntactically. Data on metacognitive skills and higher-order thinking were analyzed using the Normalized Gain and Independent Kruskal Wallis tests. Research findings show that implementing PBLRQA, PBL, and RQA strategies is ineffective in improving students' metacognitive and higher-order thinking skills. To follow up on these findings, further research is needed to explore the involvement of learning styles and social support on students' metacognitive skills and higher-order thinking skills, focusing on implementing PBLRQA and RQA strategies.

DEVELOPMENT OF SCIENCE LEARNING DEVICES ORIENTED ESD ON ENVIRONMENTAL POLLUTION MATERIALS TO IMPROVE STUDENTS' CRITICAL THINKING SKILLS AND ENVIRONMENTAL LITERACY

This research aims to develop Education for Sustainable Development (ESD)-oriented science learning tools on environmental pollution material to improve critical thinking skills and environmental literacy for junior high school students. This research is development research (R&D) using a 4D model which includes the define, design, develop and disseminate stages. The tools developed consist of Teaching Modules, Student Worksheets, learning media, and evaluation instruments. Expert validation results show the device is feasible with an average score of 4.2/5. In a limited trial at SMP Negeri 2 Bojong Tegal, the implementation of the Teaching Module was 89%, 81% of students were actively involved, 87% gave positive responses. There was an increase in students' critical thinking skills (average 80.2) and environmental literacy (average 84.5). Success was supported by the application of the ESD approach with project learning, case studies, group discussions, and contextual-interactive media. Implementation of the Independent Curriculum with Teaching Modules and ATP increases student learning independence. The constraints of limited time and inadequate facilities were overcome by efficient time management and teacher creativity. Overall, the tools are valid, practical, effective, in accordance with the Independent Curriculum and 21st century learning with high-level thinking skills, environmental literacy and learning technology.

DESIGNS OF DEVELOPING TEACHING MATERIALS BASED ON PROJECT-BASED LEARNING: A SYSTEMATIC LITERATURE REVIEW

This research aims to determine the various designs that have been used in developing project-based learning-based teaching materials so that they can support the student learning process. This research uses the Systematic Literature Review (SLR) method by conducting a literature study of the designs used in developing project-based learning teaching materials. Data collection techniques are carried out by collecting and reviewing articles appropriate to the topic being studied and related to research keywords. 600 articles have been collected from National and International Journals sourced from online databases such as Scopus, ERIC, and Google Scholar. Next, the articles were selected according to several predetermined research criteria until 13 articles were obtained, which would be used as secondary data and then analyzed. This research shows that many teaching material development designs can be used to prepare teaching materials based on project-based learning. Furthermore, the results of this research can be used as interesting further research by examining the process of developing teaching materials using a particular design to build students' high-level thinking skills.

Fostering Higher Order Thinking Skills in Mathematics Learning: A Scoping Review of Teacher Development Initiatives

This community service program aimed to enhance both the understanding and application of Higher-Order Thinking Skills (HOTs) in mathematics instruction for participating teachers. Employing a targeted professional development approach informed by the Community-Based Participatory Research (CBPR) framework, the program equipped 21 mathematics teachers from Musyawarah Guru Mata Pelajaran (MGMP) in Aceh Tengah District, Indonesia, with the necessary knowledge and pedagogical strategies to foster and cultivate high-level thinking skills in their students. The program demonstrably improved teachers' knowledge, skills, and commitment towards implementing HOTs-oriented instruction. While areas like solving HOTs questions necessitate further attention, the overall results suggest success, paving the way for continued advancements in promoting deep-thinking and problem-solving skills in mathematics education. Analysis of the data reveals a positive impact of the program on teachers' understanding of HOTs. While areas such as problem-solving and critical thinking require further development, the program evidently achieved its goals of raising awareness, knowledge, and application skills related to HOTs. Building upon this foundation, future interventions can delve deeper into these advanced skills, further empowering teachers to cultivate critical thinking and problem-solving abilities in their students.