Higher-order Thinking Ability Research Articles

Affordance Based Framework of Human Problem Solving: a Nonrepresentational Alternative

Problem solving is a crucial higher-order thinking ability of humans. Humans' ability to solve problems is a critical higher-order thinking ability. Mathematical problem solving, analogical problem solving, complex problem solving, situated problem solving, and so on are all examples of problem solving. Furthermore, distinct types of research analysis, models, and theories are based on the mechanisms and elements involved in diverse problem-solving types. The conventional approach to understanding human problem solving is a representation-laden description, which is similar to most cognitive explanations of psychological processes. On the other hand, the paper goes beyond representational theories and models to investigate nonrepresentational and situated aspects of human problem solving. Problem solving is a crucial higher-order thinking ability of humans. The paper is a rudimentary attempt to present a nonrepresentational, Affordance-Situation-Attunement (ASA) framework of human problem solving. The aim is to invoke ASA as an alternative framework, in contrast with the dominant representational explanation of human problem solving. The aim is not to disparage the representational theories and models of problem solving but to contribute a nonrepresentational working framework and elements for highlighting the situated nature of human problem solving. Keywords: Problem solving, affordances, embodied cognition, situated cognition, ecological psychology

Penerapan Model Poe Berbasis Blended Learning Untuk Meningkatkan Keterampilan Berpikir Tingkat Tinggi Peserta Didik Kelas XI SMA

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.

Vocational Education Normal University Students Information Literacy Training and Smoke-Free Environment Construction Strategy in the New Media Era : Take the Financial Accounting Education major of LNSF College as an example

Objective: The information literacy level of vocational education normal university students in the new media era will directly affect the promotion of vocational education informatization and also affect their enthusiasm to participate in the construction of smoke-free environment in schools. Methods: The status of information literacy of LNSF college students majoring in financial accounting education was investigated online. Results: It was found that the information literacy level of normal university students of finance majors was not high as a whole, the information literacy level of supporting learning was better, the information literacy level of supporting teaching was next, and the basic information literacy level was the lowest. At the same time, it is also found that tobacco advertising in new media brings more and more serious negative effects to teenagers and normal university students of finance majors do not pay enough attention to and participate in the construction of smoke-free environment. Conclusion: It is necessary to strengthen the cultivation of higher order thinking ability of information literacy and information technology integration ability of finance normal university students. Universities should strengthen the construction of smoke-free environment through traditional tobacco control methods and new media tobacco control methods. Normal university students should also use information means to participate in the construction of smoke-free environment.

A Systematic Review of Higher-Order Thinking by Visualizing its Structure Through HistCite and CiteSpace Software

With the continuous reform of the education curriculum, the focus of the curriculum is to provide personal and social needs-related knowledge. In the teaching process for this type of knowledge, the cultivation of students' higher-order thinking has aroused widespread concern in the education field. In this paper, CiteSpace and HistCite bibliometric methods are utilized to analyse the higher-order thinking literature in the core collection of Web of Science. Through an analysis of the number of articles, the research topic words and the countries from which the papers were sent, the overall characteristics of international higher-order thinking research are summarized. The primary finding of this research is that the field of higher-order thinking is on the rise. Secondary findings are the focus of higher-order thinking research, which can be divided into four aspects: higher-order thinking ability, instruction of higher-order thinking, the curriculum and sections of higher-order thinking, and higher-order thinking learning. In short, this research helps researchers understand the development of higher-order thinking, provides a theoretical foundation and an entry point for research directions, and not only provides meaningful and valuable references for follow-up related research but also promotes the development of higher-order thinking practice.

OUTDOOR LEARNING-BASED THEMATIC LEARNING

This research is a research on developing a test instrument for higher-order thinking skills based on outdoor learning for fifth grade elementary school students. This study aims to 1) develop a test instrument for higher order thinking skills based on outdoor learning in elementary schools; 2) validate the test instrument through expert validation and empirical validity. Expert validation is carried out by consulting the product development design with expert lecturers. Empirical validity was carried out using the product moment correlation formula, while the determination of reliability used the Cronbach Alpha formula. The research method uses Design Based Research. The development of this model is carried out in stages 1) identification and problem analysis by researchers and practitioners collaboratively 2) developing solutions based on theoretical benchmarks, existing design principles and technological innovations 3) carrying out an iterative process to test and improve practical solutions 4) reflection to produce design principles and improve implementation of practical solutions. The results of the study are 1) 22 items of higher order thinking skills; 2) validation by experts states that this assessment instrument is suitable for use as an assessment tool, while in empirical validation it is stated that the overall results of the test using the product moment formula of the items have been declared valid. Determination of reliability using Cronbach's alpha formula has a reliability value of 0.935 which is categorized as high reliable. Overall, in this development research, this higher-order thinking ability assessment instrument is valid and reliable as a form of assessment.

Evaluation Principles' Influence of Critical Thinking Foreign Language Teaching on German Literature Classroom Learning Motivation

The basis of critical thinking foreign language teaching is to regard language as a means to develop higher-order thinking ability. In language teaching, it aims to develop the thinking ability of learners, and to use the language-learning concept of thinking ability in situations beyond language classrooms. It contains a series of principles that reflect this view of language and language teaching, which can be used to support various classroom-operating procedures. Studies have summarized the principles of critical thinking foreign language teaching into 8 items: target, evaluate, routinize, reflect, inquire, fulfill, integrate, and content. This study takes the literature course that requires the highest critical thinking ability in the teaching of German major in universities as an example, and investigates the influence of the most easily neglected evaluation principle on students' learning motivation through quantitative experiments.

Senior high school student’s higher order thinking skills based on gender and grade

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.

Development of student worksheets assisted by GeoGebra application in improving higher-order thinking ability in mathematics learning

This research was motivated by the low thinking level of SMK Mega Link Majene students in solving higher-order thinking problems and inadequate math teachers using mathematics applications in the learning process. This study aims to develop student worksheets assisted by the GeoGebra application to develop higher-order thinking skills. This research is Research and Development (RnD) using the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). The participants were 27 eleventh-grade students of SMK Mega Link Majene. The instruments were tests, student activity observation sheets, teacher implementation sheets, and questionnaires. The student worksheets should meet the characteristic of helping students develop higher-order thinking skills–analyzing, evaluating, and creating. The results showed that the student worksheets were in the valid category. The worksheets also fulfilled the practicality category: the learning implementation was well-executed, and met the effectiveness categories: (1) the students’ high-level thinking ability in mathematics on average was in the high category; (2) student activity was in the very active category; and (3) student responses to the student worksheets assisted by the GeoGebra application obtained a very positive response. The findings implied that the development of student worksheets assisted by the GeoGebra application met the valid, practical, and effective criteria.

The Delights of Writing

As the core of writing ability, language use is one of the most critical training objectives in teaching the Chinese language. In the Chinese study, writing is a continuous and non-linear process that contributes to the higher-order thinking ability through discovery, conception, generation, and evaluation. Writing could be affected by the social environment and personal factors. The cultivation and improvement of writing ability have always been a difficult task for both teachers and students. Multidimensional electronic texts can help students increase visual and auditory sensory stimulation, help students immerse in practical or imitated context, strengthen the academic foundation such as words or phrases, and article structure to experience vivid and exciting writing. This article will combine the specific teaching case to explain further how multidimensional electronic texts can cultivate and improve students’ writing ability in actual teaching.

Profil Higher Order Thinking Skills Mahasiswa dalam Memecahkan Masalah Geometri

HOTS is the ability to combine and develop newly acquired information and prior knowledge to solve non-routine problems. HOTS refers to the revised Bloom's Taxonomy which consists of analyzing, evaluating, and creating. However, this study was only analyzing (C4) and evaluating (C5). This study aimed to describe the HOTS profile of students in solving geometry problems. This type of research was descriptive qualitative research with the subject consisting of two students with high learning ability, each of whom was selected to represent two different Euclid Geometry classes. Data collection consisted of solving HOTS problems and unstructured interviews. The results showed that the two subjects had not been able to achieve high order thinking ability indicators. Students' higher-order thinking skills still need to be improved. Mathematics learning should designing considering the critical and creative thinking aspects to develop students' HOTS learning should be designed by considering critical and creative thinking aspects to develop students' HOTS.

Schema Interaction Visual Teaching Based on Smart Classroom Environment in Art Course

With the progress and development of times and society, comprehensive art quality has become an indispensable part in the knowledge structure. As a required course in the education stage, art course is of great practical significance for improving the personality and intelligence. But, traditional teaching tends to cultural course. The structural design of art course is signal, and the learning efficiency is low. At present, art course is one of key courses in the course reform. Based on this, this study proposed a schema interaction visual teaching model based on smart classroom environment. Firstly, teaching design of concept map form, discussion between the teacher and students, notes taking area, knowledge structure tree, knowledge review and self-evaluation area were established. Meanwhile, smart cloud service technology was applied to collect, transmit and analyze the teaching data of concept maps so as to develop a set of individualized course learning resources. After the integration, the teaching design includes three stages: establishing the cognitive map, guiding conceptual cognition integration and evaluating learners’ transfer and application ability. In addition, multiple coding types of Flanders Interaction Analysis System were employed in this study, and the interaction between human and technology improved according to the smart classroom environment. In the meantime, codes 16-24 added were expressed, and the subsystem of art course teaching interaction formed. According to the teaching example of art course, the proposed teaching method can motivate students’ art potential and promote the development of their higher-order thinking ability, so it is accepted by both teachers and students.

THE DEVELOPMENT OF HIGHER-ORDER THINKING SKILLS ON JUNIOR HIGH SCHOOL STUDENTS THROUGH GUIDED INQUIRY-BASED LEARNING APPROACH

This study was aimed to determine the development levels of higher-order thinking skills on students through the guided inquiry-based learning approach. The research method used was experimental, with true empirical design research. The sample selection was performed by random sampling technique. Data was collected through five tests of essay forms in accordance with various indicators of higher-order thinking abilities, including analysing (C4), evaluating (C5) and creating (C6). The results of this study indicated that the percentage of higher-order thinking ability in the experimental class was 86%, while in the control class was lower, at 79.3%. Based on the results of the study, it was concluded that students with higher-order thinking skills taught through this guided inquiry-based learning were superior compared to those taught by conventional learning.AbstractThis study was aimed to determine the development levels of higher-order thinking skills on students through the guided inquiry-based learning approach. The research method used was experimental, with true empirical design research. The sample selection was performed by random sampling technique. Data was collected through five tests of essay forms in accordance with various indicators of higher-order thinking abilities, including analysing (C4), evaluating (C5) and creating (C6). The results of this study indicated that the percentage of higher-order thinking ability in the experimental class was 86%, while in the control class was lower, at 79.3%. Based on the results of the study, it was concluded that students with higher-order thinking skills taught through this guided inquiry-based learning were superior compared to those taught by conventional learning.Keywords: Guided Inquiry-based Learning, Conventional Learning, Higher-Order Thinking Skills

Implementation of Green Chemistry-Based Electrolysis Learning Media to Develop Higher Order Thinking Ability

In this paper, a green chemistry-based microscale kit and worksheets were made and implemented to develop higher-order thinking ability of students on electrolysis concept. The method used in this research was an experimental method with one-shot case study model implemented to the second-semester chemistry education students studying electrolysis. The ability to think at higher level, i.e. ability to analyze, evaluate, and create, were measured by referring to the revised Bloom taxonomy. The results showed that the average score achieved was 77 (categorize as good) for the ability to analyze, 82 (categorize as excellent) for the ability to evaluate, and 76 (categorize as good) for the ability to create. The as made learning media in the form of micro-scale kit and worksheet were able to develop higher-order thinking ability.

Teacher and students response to learning devices based on van hiele theory

Critical thinking is one of the higher order thinking ability that needs to be developed in the 21st century. In fact, that the students’ critical thinking ability are still low. In learning geometry students are still dependent on the teacher in receiving information, the media are inadequate in learning geometry so that students have not been trained to solve geometry problems with critical thinking. Thus a geometrical learning devices was made based on the van hiele theory. Before using the geometry learning devices, it is validated first with the experts, asking the teacher’s response, and student responses through questionnaires and interviews. The subjects of this study were class VIII students of SMP 13 Padang. The results showed that the response of teachers and students showed the geometry learning devices is practical criteria.

Penerapan Model Guided Inquiry Learning untuk Meningkatkan Kemampuan Berpikir Tingkat Tinggi Siswa SMA

<p class="5abstrak">This research aimed to improve the high-order thinking ability in the 11th MIA 3 graders of SMA Negeri 1 Teras in the school year of 2015/2016 by applying Guided Inquiry Learning model. This study was a Classroom Action Research using Kemmis and Mc.Taggart’s spiral model. The research was conducted in two cycle. Each of cycle consisted of four stages: planning, acting, observing, and reflecting. The objective of research was the 11th MIA 3 graders of SMA Negeri 1 Teras in the school year of 2015/2016, consisting of 34 students. The data of research was obtained through observation, interview, documentation and high-order thinking ability test. Data validation was carried out using triangulation technique. Data analysis was conducted using descriptive qualitative analysis technique. The target of research was an increase by ≥25% in every aspect of high-order thinking ability, ie C4 (analyzing) aspect increased by 25% from 45. 53% to 70.53%, C5 (evaluating) aspect increased by 25% from 47.72% to 72.72%, and C6 (creating) aspect increased by 25% from 48.24% to 73.24%. The result of research showed that the application of Guided Inquiry learning could improve the high-order thinking ability of the students including C4 (analyzing), C5 (evaluating), and C6 (creating) aspects corresponding to the target of research, ≥25%. The percentage gain of C4 was 45.53% in pre-cycle, 82.84% in cycle I, and 87.62% in cycle II. The percentage gain of C5 was 47.72% in pre-cycle, 73.54% in cycle I, and 83.82% in cycle II. The percentage gain of C6 was 48.24% in pre-cycle, 73.53% in cycle I, and 75.12% in cycle II. C4 (analyzing) aspect increased by 42.09% from .53% to 87.62%, C5 (evaluating) aspect increased by 36.1% from 47.72% to 83.82%, and C6 (creating) aspect increased by 26.88% from 48.24% to 75.12%. Considering the result of research, it could be concluded that the application of Guided Inquiry Learning could improve the high-order thinking ability in the 11th MIA 3 graders of SMA Negeri 1 Teras in the school year of 2015/2016.</p>

Nurturing higher order thinking ability through visual scaffolding in group investigation

This study aims to determine whether prospective physics teachers who learn through visual scaffolding in group investigation have higher-order thinking ability better than that of learning by verificative methods. The research applied the mixed method with the explanatory design. Subjects were 69 physics education students of Jember University, 32 students as an experimental group and 37 students as a comparison group. The results showed that higher-order thinking ability of prospective physics teachers who learn through visual scaffolding in group investigation better than that of learning through the usual methods. Candidates for physics teachers who learn through visual scaffolding are superior in all aspects of higher-order thinking ability. They also revealed that visual scaffolding in group investigation is very helpful in understanding the concepts of geometry optics and guiding as well as directing them in problem exploration activities to find solutions for investigations.

The Analysis of Implementation of Discovery Based Learning to improve Students Higher Order Thinking Skills in Solving r-Dynamic Vertex Coloring Problem Based on Their Reflective Thinking Skill

This study aims to analyse the implementation of discovery-based learning in improving students’ high-order thinking skills in solving r-dynamic problems based on their reflective thinking ability. The method used in this study is a mixed method, which mix up the qualitative and quantitative methods. The subjects consisted of 18 students in experiment class and 18 students in control class. The post-test result of the experiment class of 11.11% students having low level of high-order thinking ability, and 88.89% having high level of high-order thinking ability with their reflective thinking skill 25% of low level, 68,75% of medium level, 6,25% of high level. In the post-test result of the control class, there are 27.78% students having low level of high-order thinking ability and 72.22% students having high level of high-order thinking ability with their reflective thinking skill 53,85% of low level, 46,15% of medium level. The data analysis presents the score of independent sample t-test of post-test is sig. 0.05 (p≤0,05), so it is significant. Therefore, there is a different of their high-order thinking skill ability between the experiment and control classes. The regression equation of both variables expresses 1.497 (Ῡ = −51.067 + 1.497X). The coefficient of determination is 0.575 of 57.5% effect, contribution of the dependent variable (the result of the test post) by the free variable (Discovery based learning) is 57.5% and 42.5% explained by other variables. It implies that we accept the positive hypothesis as tcount>ttable (4.649> 2.119). Thus, there is an impact of the implementation of discovery based learning in improving the students’ higher order thinking skills in solving the r-dynamic vertex coloring problem based on their reflective thinking skill.

The analysis of Higher-Order Thinking skills in English reading comprehension tests in Malaysia

Abstract The current English language education in Malaysia has integrated the Higher-Order Thinking Skills (HOTS) as part of its testing and evaluation system, which aims to enhance students’ cognitive skills and abilities in learning. Having a higher-order thinking ability at the earliest stage of formal education (primary and elementary levels) is essential in order to meet the growing demand for highly intelligent and professional workers in the future. The present study aims to identify the use of HOTS items in selected English reading comprehension examinations for Standard 6 students in Malaysia. 80 reading comprehension items were selected from various final examination papers distributed in eight different states in the country. Data were quantitatively analysed using content analysis based on the levels of cognitive listed in Bloom’s Taxonomy. Apart from that, the data were also analysed based on a series of professional evaluations made by four content experts in the country. The findings indicate that most reading comprehension questions in the English examination papers need further revisions in order to achieve the standard of HOTS that have become part of the new curriculum and national education policy. Based on the findings, some practical suggestions have also been developed to further enhance the use of HOTS in English teaching and learning practices in Malaysia. Keywords: Bloom's Taxonomy, content analysis, English language assessment, Higher-Order Thinking skills, national education policy, reading comprehension test

Analysis the Aspect of Higher Order Thinking Skill on Fungi Content Assesment Instrument for Senior High School Grade 10

ABSTRACT High order thinking skills is very important based 2013 Curriculum in Indonesia. High order thinking skills need to be developed so that learners not only receive the information provided, but can use it and convert it into new information to solve the problems they face. The type of research used is descriptive research, by collecting data in the form of assessment instruments used by teachers in assessing the learning process. The assessment instruments on fungi material made by teachers for daily tests are generally still at the C1-C3 cognitive level (C1 is 40%, C2 is 46,7% and C3 is 13,3%), whereas high order thinking skills can be trained by providing an assessment instrument that is at the C4-C6 level of cognition in learning. Researchers analyze students by processing student's value data when answering C1-C3 problem commonly used by biology teacher in school and the result of the average score of learners did not experience problems, but the result of the analysis of learners with the provision of high ability thinking ability showed not yet capable of students answer about high-order thinking skills. This is evidenced by the test results obtained in the form of the average value of the class that is 28.15. Therefore, the assessment instrument used by the teacher has not been able to measure the high order thinking ability of the learners.

ANALISIS KEMAMPUAN HIGH ORDER THINKING (HOT) SISWA SMP NEGERI DI KOTA CIMAHI

high order thinking skill is an important skill that student must have, especially in mathematics education. In the process of solving problems, students are required to be able to think fundamental and creative. The purpose of this research is to analyze the comparison of high order thinking ability of students in SMPN Cimahi based on school classification. The research method used is experimental with the design of two class and post-test only. the sample taken in this research is the students of class VII SMPN in Cimahi with high classification and moderate classification. The result of this research is there's still a very significant difference in high order thinking the skill of junior high school student in Cimahi city. SMPN with high classification has good high order thinking skills than SMPN with moderate classification. This is due to the following factors, (a) the students have different bits of intelligence; (b) the way students face difficulties (problems) that varies depending on how the students' everyday learning process; (c) the classification of schools have an effect on student’s high order thinking skill.