High-level Thinking Research Articles

Stacking Analysis of Higher Thinking Skills of Class V Elementary School Students on the Material of Movement Organs Using the RADEC Model

The purpose of this research is to use a Rasch model analysis to determine how integrating RADEC (Read, Answer, Discuss, Explain, and Create) learning in schools influences students' ability to think critically about the topic of locomotion. This descriptive research is a quantitative study conducted in early 2023 with a sample size of 29 students. The results of the pretest and the posttest were collected, and the Rasch Stacking Analysis method was used to examine them. The implementation of the RADEC learning paradigm (Read, Answer, Discuss, Explain, and Create) improved the critical thinking skills of students of all ability levels, according to the findings. Reading, Analyzing, Discussing, Explaining, and Creating (RADEC) trains students for independent and group learning. Starting from reading to the last stage, namely making free work through problem-solving activities carried out so that students are trained in high-order thinking skills. Students' high-level thinking skills have improved to the very excellent, good, and enough categories after participating in learning utilizing the RADEC paradigm. The difference between the logit readings before and after the test demonstrates this improvement. Applying the RADEC learning model to students' higher-order thinking skills shows that students experience improvement, as seen from the results of the pretest and posttest, which are processed using the Rasch stacking analysis model. Students are trained in high-order thinking skills students with high level.

Team-based learning complemented by interactive response system: Application of a strategy on the course of human growth and development for nursing students

ObjectiveLecture-based learning (LBL) strategy cannot stimulate learners' ability to think and learn independently. Recently team-based learning (TBL), a learner-centered strategy, gained popularity in health education. An interactive response system (IRS) assists educators in providing instant feedback on classroom activities. This study was to evaluate the TBL strategy supplemented by IRS (TBL/IRS) on the learning effects of the core course, the human growth and development (HGD), in nursing education. Materials and methodsA quasi-experimental study design with two-group, pretests and posttests was employed with year-one students enrolled in two HGD classes in the nursing department of a university in central Taiwan. Both HGD classes employed the LBL method at the beginning of a semester. TBL/IRS strategy was introduced to the experimental class 6 weeks later. Three scales were used to measure self-directed learning, classroom engagement, and team learning. Individual and group readiness assurance tests (IRATs and GRATs) were administered. Final exams were also compared between the groups. For thematic analysis, learners' experience with TBL/IRS was collected from learner reports and a semi-structured questionnaire designed for the study. ResultsA total of 105 learners-48 in TBL/IRS and 55 in LBL-were recruited. Self-directed learning, classroom engagement and team learning were improved significantly in TBL/IRS whereas only self-directed learning was improved in LBL. In the TBL/IRS group, GRAT scores were significantly higher than IRAT. However, the difference in final exams between the groups was non-significant. Four themes emerged from learners' experiences with TBL/IRS: stimulate self-learning; a diverse and flexible learning method; promote high-level thinking and deepen learning results; and, cultivate teamwork and application. ConclusionsThis study confirmed that TBL/IRS was effective in enhancing learners' abilities to integrate concepts and skills, thereby cultivating competence in problem-solving and teamwork. The TBL/IRS strategy was cost-effective in promoting active learning of HGD in nursing students.

Enhancing Teachers’ Questioning Skills to Improve Children’s Learning and Thinking in Pacific Island Early Childhood Centres

As we move from a teacher-led mode of teaching and learning to more child-initiated approaches, questions rather than answers are imperative in shaping the socio-cognitive development of learners as they explore and make meaning in collaborative contexts. This paper outlines an action research study with 20 Pacific Island teachers held in 6 different Pacific Island early childhood centres. The participants of the study were trained on a modified model of ‘Questioning and Understanding Improves Learning and Thinking’ (QUILT) that focused on different teacher behaviours and skills in the process of questioning. Important changes in beliefs and practices were found after the intervention particularly in relation to the fostering of divergent thinking through the type of questions teachers asked and how they undertook the questioning episodes. This paper concludes that it is important to focus on promoting novice teachers’ knowledge and skills in questioning so that they can support children’s higher levels of thinking. This is especially relevant for teachers in Pacific Island early childhood centres.

PENERAPAN MODEL PROJECT BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR TINGKAT TINGGI PESERTA DIDIK KELAS IV

This action research in the classroom was carried out to see if the project-based learning model improved the high-level thinking skills of fourth grade students. This research was conducted in class IV-B, SDN 082 Muararajeun, with 33 students. This classroom action research was conducted during two learning cycles. This research is applied to different subjects in each cycle but still measures HOTS indicators in the realms of analyzing (C4), evaluating (C5), and creating (C6). Assessment of indicators in each cycle is carried out using observational instruments, worksheets, learning outcomes through individual works or evaluations, student feeling questionnaires, and research documentation. In cycle I, the project-based learning model was combined with the collective painting method to be applied in fine arts subjects. In cycle II, the project-based learning model was combined with the experimental method to be applied in the science subjects. After conducting classroom action research from cycle I to cycle II, there was an increase in students' high-level thinking skills by applying the project-based learning model based on the evaluation results of cycle I and cycle II. This increase can be seen in the learning outcomes with learning objectives in the realm of C6 in the very good category, which went from 24% in cycle I to 93% in cycle II. The good category is 33% in cycle I and 6% in cycle II. enough category from 36% in cycle I to 0% in cycle II.

The Use of SOLO Taxonomy in Medical Education Training for Medical Teachers

Medical teachers need training in medical education to improve their teaching skills, keep up with modern teaching methods, and promote student-centered learning. Multiple methods exist for training medical teachers in the area of medical education. The SOLO (Structure of the Observed Learning Outcome) taxonomy can be included in training medical teachers. The SOLO taxonomy has five levels, which is used as a framework for assessing depth of understanding and the complexity of a learner’s response to a question. Here, the author constructed two questions in the field of medical education and provided examples of answers related to each level of understanding in the SOLO taxonomy. A medical educator can employ the SOLO taxonomy to conduct a qualitative analysis of the level of understanding of medical teachers and can use this understanding to design training activities that promote higher levels of thinking and understanding. Additionally, the SOLO taxonomy can be used to improve the effectiveness of training strategies, as well as to provide targeted feedback to medical teachers.

Analysis of Completeness and Contextual Aspects of LKPD Physics Based on PBL Vector to Improve Critical Thinking Skills

LKPD is a printed media or teaching material containing guide actors that can be used by students to develop their abilities.LKPD is one of the media to create a better learning atmosphere. LKPD was developed based on the PBL (ProblemBased Learning) model which is a learning approach to challenge students to think critically and acquire real-world problem-solving skills. This study was to analyze the completeness and contextual aspects of vector material PBL-based physics worksheets. This research uses the method of Research and Development (R&D).This development research is used to produce certain products and test the effectiveness of these products. The steps in the LKPD development stage include an assessment by development test experts, evaluation, and responses from experts and students. Based on the validation results obtained from the first validator and the second validator, it can be seen that the completeness and contextual aspects of PBL-based Physics Worksheets in vector material obtain an average value of 3 and 4 indicating that the results obtained are good. In addition, the contextual aspects of LKPD are able to improve high-level critical thinking skills in class X high school students because the material presented is related to everyday life. Overall, PBL-based physics worksheets on this vector material were deemed fit to be used as an effective physics learning medium.

An Analysis Teacher’s Question in English Learning at Second Grade in MTsN 3 Kota Pariaman

This research was due to some problems that was found in MTsN 3 Pariaman. Frist, most of the students did not response the teacher’s question. Second, most of the students were passive in the classroom. Third, the students’ did not answer the questions that require their critical thinking. This research aimed to find out the the type of question that asked by the teacher, the higher order thinking the teacher’s question, and the lower order thinking the teacher’s question. The researcher used qualitative research design. The key informants of this research are English teacher of eighth grade of MTsN 3 Pariaman. Mean while for the supporting informant, the researcher use snowball sampling.In this research, the researcher used 2 instruments which are observation and interview.The interview that was used was structured interview where the researcher prepares the question before conducting the interview. Based on the finding of the result, the researcher concluded that there are some types of questions that were asked by the teacher. First, question begin with “what”. The “what” questions that were asked was mostly LOTS question since the students did not need to give critical or high thinking answer to solve the questions that were asked. Second, convergent question or questions that only require “yes” or “no” answer which frequently place an emphasis on the recollection of previously taught material rather than requiring pupils to engage in higher-level thinking in order to come up with an answer. Third, questions that he already know the answer. This was used to checking students' knowledge and monitor classroom management. Last, referential questions or question that the teacher does not know the answers, and require long syntactically complicated answers. This question was to give students the opportunity to freely express their thoughts and generate output in the target language.

The impact of an integrated PBL curriculum on clinical thinking in undergraduate medical students prior to clinical practice

BackgroundProblem-based learning (PBL) is a widely adopted educational approach in medical education that aims to promote critical thinking and problem-solving in authentic learning situations. However, the impact of PBL educational mode on undergraduate medical students’ clinical thinking ability has been limitedly investigated. This study aimed to assess the influence of an integrated PBL curriculum on clinical thinking ability of medical students prior to clinical practice.MethodsTwo hundred and sixty-seven third-year undergraduate medical students at Nantong University were recruited in this study and were independently assigned to either the PBL or control group. The Chinese version of the Clinical Thinking Ability Evaluation Scale was used to assess clinical thinking ability, and the students’ performance in the PBL tutorials was assessed by tutors. All participants in both groups were required to complete the pre-test and post-test questionnaires to self-report their clinical thinking ability. A paired sample t-test, independent sample t-test and one-way analysis of variance test (ANOVA) were used to compare the difference in clinical thinking scores among different groups. Multiple linear regression was conducted to analyze the influencing factors correlated with clinical thinking ability.ResultsThe clinical thinking ability of most third-year undergraduate medical students at Nantong University was at a high level. The PBL group had a higher proportion of students with high-level clinical thinking ability in the post-test compared to the control group. The pre-test scores of clinical thinking ability were similar between the PBL and control groups, but the post-test scores of clinical thinking ability in the PBL group were significantly higher than those in the control group. Additionally, there was a significant difference in clinical thinking ability between the pre-test and post-test in the PBL group. The post-test scores of sub-scales of critical thinking ability were significantly higher than the pre-test in the PBL group. Furthermore, the frequency of reading literature, time of PBL self-directed learning, and PBL performance score ranking were influencing factors on the clinical thinking ability of medical students in the PBL group. Moreover, there was a positive correlation between clinical thinking ability and the frequency of reading literature, as well as the scores of the PBL performance.ConclusionsThe integrated PBL curriculum model has an active impact on improving undergraduate medical students' clinical thinking ability. This improvement in clinical thinking ability may be correlated with the frequency of reading literature, as well as the performance of the PBL curriculum.

TAṬWĪR AL-NAMUŻAJ LI TA’LĪM MAHĀRAH AL-QIRĀAH ‘ALA ASĀS MAHĀRĀT AL-TAFKĪR AL-‘ULYA WA AL-MA’RIFAH ‘AN AL-MUḤTAWA WA AL-TA’LĪM WA AL-TIKNŪLŪJIYA

The target of high-level thinking in learning reading skills at the Abdullah Faqih Gresik Islamic Institute has not been fully fulfilled, and also has not been able to utilize modern technology, this makes learning ineffective and less enjoyable because there is no appropriate learning model. The purpose of this research is to develop a reading skill model based on Higher Order Thinking Skill (HOTS) and Technology, Pedagogy and Content Knowledge (TPACK) and determine its validity, practicality and effectiveness. This type of research is research and development with Borg and Gall steps. The results of the validation questionnaire from the test results of 88% of model component experts with good and honest averages, 80% of media experts with the same standard and 80% of learning material experts with the same average. After conducting field trials, the results showed that the new learning model was more effective than the old one. It was demonstrated by the results of the T-test value using the SPSS 22 program, which is (0.000) smaller than the T-table degree at a significance level of 0.05% (0.05). This effectiveness is also shown by the summative value results of female students with an average of 81.7 or good predicates. The theoretical results of this study indicate that the learning process based on higher order thinking skills and modern technology contributes to the thinking process of students in a comfortable and enjoyable way.

PENGEMBANGAN INSTRUMEN PENILAIAN BERBASIS HOTS PADA MATERI BILANGAN DAN OPERASINYA PADA SISWA KELAS IV SD

High Order Thinking Skills (HOTS) are one of the important thinking skills for learning mathematics. The importance of HOTS causes teachers to be able to map students' HOTS abilities so they can provide appropriate learning, especially to improve HOTS itself. Therefore we need a HOTS-based assessment instrument so that students' higher-order thinking skills can be measured properly. This study aims to develop a HOTS-based assessment instrument on numbers and their operations for fourth grade elementary school students. The development stage carried out is the preliminary stage, the self-evaluation stage, the formative evaluation stage through expert reviews, one on one, and small group) and field tests. The test instrument used is content validity test with Lawshe's CVR coefficient. Furthermore, item analysis was carried out using Graded Response Model (GRM) analysis. The results of this study indicate that the HOTS mathematical test instrument developed using numbers and their operations in measuring the high-level thinking skills of fourth grade students at SD Gugus V Sukawati achieves predetermined criteria, namely valid and reliable. The test instrument in the form of HOTS math questions which was developed has a valid quality in improving the mathematical high-level thinking of fourth grade students at SD Gugus V Sukawati. This is supported by the validation results of 7 validators who obtained a value of 2.95, which means that the HOTS math questions are in the relevant criteria.

Imparting Systems Engineering Experience via Interactive Fiction Serious Games

Serious games for education are becoming increasing popular. Interactive fiction games are some of the most popular in app stores and are also beginning to be heavily used in education to teach analysis and decision-making. Noting that it is difficult for systems engineers to experience all necessary situations which prepare them for the role of a chief engineer, in this paper, we explore the use of interactive fiction serious games to impart systems engineering experience and to teach systems engineering principles. The results of a cognitive viability, qualitative viability, and replayability analysis of 14 systems engineering serious games developed in the interactive fiction genre are presented. The analysis demonstrates that students with a systems engineering background are able to learn the Twine gaming engine and create a serious game aligned to the Apply level of Bloom’s Taxonomy which conveys a systems engineering experience and teaches a systems engineering principle within a four-week period of time. These quickly generated games cognitive, quality, and replayability scores indicate they provide some opportunity for high-level thinking, are of high quality, and with above average replayability, are likely to be played multiple times and/or recommended to others.

Membangun Gerakan Literasi Sekolah dengan Mereview Buku Menggunakan Teknik Ishikawa Fishbone (Studi Kasus pada Kelas V SDN Cinangka 03 Kabupaten Bandung)

This study aims to analyze the positive benefits of reviewing books using the Ishikawa Fishbone technique in increasing student literacy at SDN Cinangka 03. The research method used is qualitative research with case studies. Data collection techniques in the form of observation, interviews, and documentation. Data analysis techniques used to reduce data, present data and conclude data. The results of this study show that students are trained to develop a sense of mutual cooperation, besides that the Ishikawa Fishbone technique can make it easier for students to understand the points contained in the enrichment book, so this technique is highly recommended to be applied especially in learning their reading skills. The Ishikawa Fishbone model is an attempt to develop high-level thinking skills and critical thinking for Cinangka 03 Elementary School students. The conclusion of this study is that this model trains students to understand and analyze the contents of a book properly and correctly and can improve students' reading skills.

Determining the Influence of Cultural Values on Promotion of Higher Order Thinking Skills in Technology Enhanced Learning Environment

Higher order thinking skills (HOTS) is a way of thinking that moves beyond memorization of facts to higher level thinking such as synthesis, analysis and evaluation. Mastering HOTS is important for students to excel in their education and real-life. Many factors are believed to promote HOTS among students. One such endeavour is integrating Information and Communication Tools (ICT) in teaching and learning activities. ICT is believed to enhance students' performance and higher-level thinking. It is understood that culture plays an important role in determining an individual's decision to adopt ICT to promote HOTS. The influence of cultural factor is more crucial to students from multinational countries such as Malaysia. Thus, this study aimed to investigate the influence of students' perceived culture (collectivism and uncertainty avoidance) and attitudes towards technology use on the promotion of HOTS in ICT integrated mathematics classes in higher education contexts. A total of 250 mathematics students from 3 local public universities in Malaysia participated in this study. Structural equation modelling revealed that students HOTS is significantly influence by attitudes towards technology use. Uncertainty avoidance strongly influence attitude towards technology use. However, collectivism is not a strong predictor of attitude towards technology use. The practical implications of the study are discussed.

A Longitudinal Study of Learning Engagement of Math and Science Gifted Students in Junior and Senior High School

A Longitudinal Study of Learning Engagement of Math and Science Gifted Students in Junior and Senior High School

The elementary education Turkish Republic Revolution History and Kemalism course curriculum from the perspectives of social sciences faculty members

This study was conducted to investigate the perspectives of social sciences faculty members on the development of the Turkish Republic History of Revolution and Kemalism Curriculum for eighth-grade education in Turkey. The study was carried out via the Qualitative Research Method. The study participants consisted of 15 faculty members from eight different universities in Turkey. The Purposive Sampling Method was used in the selection process of the research participants. A semi-structured interview protocol developed by the researcher based on expert opinions was used to collect research data. The Descriptive Analysis Method was employed to analyse the obtained data. The study results showed that according to the faculty members, the curriculum under scrutiny should be developed through a learner-centred approach, the name of the curriculum should be changed, the time allocated for the units should be adjusted, the content of the curriculum should form a link between the past and the present, and the curriculum should make more emphasis on the economic, social and cultural developments by incorporating different perspectives. The faculty members stated that the course objectives should be developed by taking the nation’s recent past into account, emphasizing a sense of unity and solidarity, homeland-nation consciousness, and the struggles of the Turkish Republic in gaining its independence. The faculty members suggested that the learning outcomes of the curriculum should be simplified by reducing the number of standards, ensuring the balance between the time allocated for teaching and learning outcomes. From the perspectives of the participants, the curriculum should be redesigned under the principles of the Constructivist Learning Theory or learner-centred education so that students can gain a deep understanding of the subject and develop their higher-level thinking skills.

The Effect of Pop Up Book Media in Science Learning: A Literature Review

This study aims to analyze the influence of Pop Up Book Media in science learning. This study is a qualitative research in the form of literature studies. The articles reviewed in this study are articles sourced from accredited journals of at least SINTA 4 published in 2023,2022,2021,2020, and 2019. There are 40 articles collected, but only 20 articles are considered relevant to the focus of this study. 20 this article and all articles related to media Pop up Book on learning science or science content. In this study it was found that the use of Creative Learning media such as Pop Up Book media has a positive impact on the learning process. Pop Up Book Media can improve learning outcomes and can train high-level thinking skills in learners. In addition, it was also found that Pop-Up Book media can provide cognitive reinforcement and increase learner motivation. In certain cases it was found that Pop Up Book media can help improve the understanding of students who have limitations related to science content. In this study it was also found that Pop up Book Learning media can be used in various learning models and can support the scientific literacy of learners.

Delusions and Hallucinations Are Associated With Greater Severity of Delirium.

The 3 core domains of delirium (cognitive, higher level thinking, circadian) do not include the less common noncore psychotic symptoms. However, psychosis might inform about perturbations of neural circuitry, outcomes, or suggest tailored clinical management. We assessed relationships between psychosis and other characteristics of delirium in patients without dementia or antipsychotics treatment. Cross-sectional analysis of 366 adults with delirium per the Delirium Rating Scale Revised-98, whose items distinguish hallucinations and delusions from other types of misperceptions and abnormal thought content, assessed during the preceding 24 hours to capture symptom severity fluctuation. The relationship of psychosis with other delirium characteristics was assessed using bivariate comparisons and analysis of variance as appropriate for groups with no psychosis and any psychosis (hallucinations and/or delusions), and subgroups with only hallucinations, only delusions, or both. A discriminant logistic model assessed variables associated with presence of any psychotic features versus none. Delirium with any psychotic features occurred in 44.5% (163 of 366). Of the 366, 119 (32.5%) had only hallucinations (Hall), 14 (3.8%) had only delusions (Del), and 30 (8.2%) had both (Both). In the psychotic group (n= 163), 73.0% were Hall, 8.6% Del, and 18.4% Both. All psychotic patient groupings had significantly greater delirium severity on the Delirium Rating Scale Revised-98. Delusions and hallucinations were discordant for occurring together. The discriminant model found increased odds of having psychosis as 3 symptom severities increased (visuospatial ability, thought process, and sleep-wake cycle) where these each represented a delirium core domain. The noncore symptom of lability of affect had high odds ratio for psychosis, while motor retardation reduced odds of psychosis in this model. Consistent with prior reports, psychosis occurred in less than half of delirious patients with delusions being infrequent, and anassociation with affective lability was found. Given thatprevious functional magnetic resonance imaging research found a correlation between neural network dysconnectivity with greater severity of delirium, psychotic symptoms might be a clinical marker for greater underlying cerebral cortical neural circuitry dysfunction.

Enhancing Classroom Learning through Hybrid Teaching and Learning: Insights from a Four-Session Training Program

Hybrid learning, with a focus on facilitating students’ problem-solving skills, is a new and innovative approach which teachers can employ to inculcate higher-level thinking among their students. Accordingly, the purpose of this hybrid training program is to equip teachers with the skills to create hybrid learning instruments that facilitate problem-solving in their classrooms. The training methods include presentations, Q&A sessions, discussions and performances in the form of direct exercises guided by a facilitator (or resource person). Offline teachers from Madrasah Ibtidaiyah (MI) Muhammadiyah Kramat and online teachers from a primary school, or Sekolah Dasar (SD) MI Muhammadiyah Se-Banyumas attended the training. In general, training activities are structured into 4 stages, namely (1) training on creating instruments and implementing hybrid learning to support problem-solving; (2) assisting in the creation of hybrid learning instruments; 3) monitoring, testing, and implementing hybrid learning in the classroom; and 4) reflecting on the outcomes of implementing hybrid learning. Insights gained from the training program that aims to create hybrid learning instruments, are presented and discussed.

Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Kemampuan Berpikir Aras Tinggi Pada Teks Berita Kelas VIII

This research is research and development or Research and Development (R&D) which aims to develop teaching materials for news texts through worksheets based on high-level thinking skills for grade VIII junior high school. The development model used is the ADDIE model consisting of analysis, design, development, implementation, and evaluation stages. This research limits development to the development stage. From the stages that have been carried out, the results obtained are that Class VIII students at GKPI Padang Bulan Private Middle School are very interested and need LKPD products in learning. This was obtained through questionnaire data analyzing students' needs for LKPD needs based on high-level thinking skills with a 100% presentation. Through the needs analysis data, the development of LKPD was designed and validated by material experts, design experts, and teacher responses. The results of the study show that "Development of LKPD based on high-level thinking skills in news texts for class VIII" is included in the "very feasible" category. This can be seen from the results of the validation of material experts 80.7% in the "adequate" category, validation of design experts 80% in the "appropriate" category, the teacher's assessment of the field of study is 92.5% in the "very feasible" category, with a final percentage of 84.4% in the "very feasible" category. Therefore, this product is suitable for use in the educational process.

Development of Patient Safety Management Learning Model Based on Problem Based Learning Integrated Soft Skill Higher Level Thinking for Health Students in Samarinda

Development of Patient Safety Management Learning Model Based on Problem Based Learning Integrated Soft Skill Higher Level Thinking for Health Students in Samarinda