Higher Order Thinking Skills Research Articles

Mathematical communication of preservice mathematics teachers in solving gender-biased higher-order thinking skills problems

Mathematical communication is a crucial 21st-century skill related to achievement and other skills. This study aims to analyze the differences in mathematical communication abilities and describe the difficulties male preservice teachers (MPT) and female preservice teachers (FPT) face in solving gender-biased Higher-Order Thinking Skills (HOTS) problems. This research employs a sequential explanatory mixed-methods design. The respondents, selected through purposive sampling, consisted of 4 MPTs and 10 FPTs. Data on mathematical communication abilities were obtained through a gender-biased HOTS problem-solving test. The respondents' difficulties in solving the problems were gathered through interviews. The results indicate differences between MPT and FPT mathematical communication skills using symbols and mathematical notation in solving problems. Student's difficulties in solving gender-biased HOTS problems are unfamiliarity and disinterest in the context. This study implies that education should emphasize contextual understanding and utilize gender-neutral problems to enhance mathematical communication skills.

KETERAMPILAN MEMBACA PEMAHAMAN MATERI RAGAM TEKS BERBASIS HOTS DI SD: STUDI LITERATUR

This research aims to examine the very low reading comprehension skills in Indonesia. It can be seen that the position of students' reading literacy skills in Indonesia from the results of several PIRLS surveys in 2006, IEA 2011, and PISA in 2018 can be categorized as very worrying. This international research assessment standard refers to advanced reading (comprehension) or what is often called HOTS (High Order Thinking Skills). The purpose of this article is to provide information regarding Indonesian students' ability to read comprehension with HOTS-based text variation material in Indonesian language learning, both regarding various problems that result in low reading comprehension skills and how to improve reading comprehension skills in elementary schools. This research uses qualitative research methods by studying literature or literature studies using several sources of written literature, data, and book references and other scientific journal articles. The results of the research show that reading comprehension problems are caused by incorrect comprehension orientation regarding advanced reading levels and lack of variety in learning to read questions in elementary schools so that reading comprehension skills are very low.

Effectiveness of Using Artificial Intelligence Learning Tools and Customized Curriculum on Improving Students' Critical Thinking Skills in Indonesia

This study investigates the effectiveness of using artificial intelligence (AI) learning tools and customized curricula in enhancing the critical thinking skills of students in Indonesia. A quantitative research design was employed, involving a sample of 250 students. Data were collected using a Likert scale ranging from 1 to 5 and analyzed using Structural Equation Modeling - Partial Least Squares (SEM-PLS 3). The findings indicate that all relationships between AI learning tools, customized curricula, and critical thinking skills are positive and significant. The results suggest that the integration of AI in education, combined with tailored educational content, significantly improves students' critical thinking abilities. These insights provide valuable guidance for educators and policymakers aiming to foster higher-order thinking skills in the educational system.d distance learning, guiding future studies and practical applications.n.

Identification of Student Misconceptions in General Biology Courses using Four Tier Multiple Choice Tests Containing High Order Thinking Skills

This research aims to identify misconceptions of biology education students in the General Biology course. The method used in this research uses quantitative descriptive. The sample used in this research was Biology education students who had taken General Biology courses consisting of students in semesters 3, 5, and 7. Data collection was carried out using a test in the form of General Biology questions in a four-tier multiple-choice diagnostic format containing high-order thinking skills, totaling 35 questions. The research results showed that the percentage of misconceptions in each class was 43.80% (semester 3), 33.93% (semester 5), and 29.46% (semester 7). The highest percentage of misconception categories among third-semester students was found in the digestive system material (57.78%), fifth-semester students in ecology material (56.67%), and seventh-semester students in ecological material (40.00%). Misconceptions in students could be caused by students not being used to working on this type of question HOTS. To be able to answer correctly, students must be able to analyze and relate the data or information in the question to existing concepts

The Optimization of the Potential of Digital Storytelling: A Curriculum for Teaching Creative Writing

This study aims at examining the extent to which digital storytelling utilizes Storybird (a web tool for writing story) to mediate students’ learning activities. Through netnography, there are three beneficial aspects of students’ creative writing learning, which are: 1) Storybird is a platform for collaborative writing activities, 2) digital storytelling can develop students’ higher order thinking skills, and 3) digital storytelling becomes a method for implementing creative and innovative language learning. This study contributed to provide the understanding of how digital storytelling can be a learning method that provides broader thinking space for students. In addition, the purpose of this study is to invite students to participate in the process of learning creative writing.

ANALYZE OF STUDENT LEARNING OUTCOMES USING PROBLEM BASED LEARNING AND DISCOVERY LEARNING REVIEWED FROM HOTS

This study aims to determine whether there is a difference between the learning outcomes of students taught with Problem Based Learning and Discovery Learning models in terms of higher order thinking skills (HOTS) on chemical equilibrium material. The study population was all students of class XI IPA SMA Negeri 11 Medan. The sample in this study consisted of 2 experimental classes. The instrument used in the study was a test instrument. Before hypothesis testing, normality test and homogeneity test were conducted first. In the normality and homogeneity test in each class sample, the results showed that the data were normally distributed and homogeneous. Furthermore, the N-Gain test was carried out, the results of data processing showed that the increase in learning outcomes in experimental class I was in the medium category, and in experimental class II was in the high category. Based on the results of data processing with the Independent Sample T-Test test for hypothesis testing, the Sig value is obtained. = 0.017 at the 5% significance level (α = 0.05). Because the value of Sig. α (0.05), then in this study the alternative hypothesis (Ha) is accepted.

Development of Student Worksheets Based on Children Learning in Science Model to Improve HOTS Ability On Circulatory System Material

Increasingly complex problems in the 21st century require skills to be able to solve and find solutions.This research aims to produce student worksheets (SWs) based on the children learning in science (CLIS) model to improve higher order thinking skills (HOTS) on the circulatory system material, as well as seeing the responses of teachers and students to the SWs. The research method used is development research of the ADDIE model (analyze, design, development, implementation, evaluation) using all five stages. The validity of the SWs, teacher and student responses, and improvement of HOTS ability, respectively, are known through expert validation tests, readability tests, response tests, and n-gain tests. The final product developed received a total average percentage of 85.48% with very good criteria in the expert validation test; and 88.23% with very good criteria in the readability test. The teacher's response to the SWs was in very good criteria with a total percentage of 82.56%. The students' response to the SWs was in very good criteria with a total percentage of 83.10%. There was an increase in students' HOTS ability after using SWs by 0.33 with moderate criteria. Based on the research results, it can be concluded that the SWs research results are suitable for use in Integrated Science learning to improve students' HOTS ability

Implementasi E-Modul Flippingbook pada Materi Teks Eksposisi untuk Meningkatkan Higher Order Thinking Skills Siswa Kelas X SMA

This study employed the Research and Development (R&D) model to create and evaluate flipping book-assisted E-Module learning products for exposition text material aimed at enhancing Higher Order Thinking Skills (HOTS) in class X at SMA N 19 Medan. The research sought to determine the feasibility and effectiveness of the developed E-Module. The study's population included 400 class X students, with a sample of 39 students from class X-7 selected using purposive sampling. The research followed the ADDIE model, comprising analysis, design, development, implementation, and evaluation stages. Data were collected and analyzed quantitatively, then converted into qualitative insights. Validation by material expert I scored 80% ("quite feasible"), material expert II scored 75.71% ("quite adequate"), media expert I scored 88% ("very feasible"), and media expert II scored 73.33% ("quite decent"). The Indonesian language teacher's response was 89.33% ("very appropriate"), and student responses averaged 85.12% ("very effective"). These results indicate that the flipping book-assisted E-Module for exposition text material is feasible and effective for enhancing HOTS.

Geometric Thinking of Prospective Mathematics Teachers: Assessing the Foundation Built by University Undergraduate Education in Ghana

This study investigates the geometric thinking levels of final year prospective mathematics teachers in Ghana, utilizing the van Hiele model to evaluate their proficiency. The main purpose was to assess whether university undergraduate mathematics education provides a sufficiently strong foundation for teaching senior high school geometry. A descriptive survey design was employed, involving 1,255 prospective mathematics teachers from three universities: University of Education Winneba (UEW), University of Cape Coast (UCC), and Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED). The van Hiele Geometry Test (VHGT) was administered to measure participants’ levels of geometric thinking. The results revealed that 8.8% of participants attained van Hiele Level 1 (visualization), 30.0% reached Level 2 (analysis), and 32.4% achieved Level 3 (abstraction). However, only 15.9% and 12.9% of prospective teachers reached Levels 4 (deduction) and 5 (rigor), respectively. These findings indicate a significant gap between the current geometric thinking skills of prospective teachers and the expectations of the Ghanaian mathematics curriculum, which anticipates higher-order thinking skills. The study concludes that the current undergraduate mathematics education programs in Ghanaian universities may not be adequately preparing future teachers to teach senior high school geometry effectively. It is recommended that these programs be revised to include more focus on developing higher-order geometric thinking skills, with an emphasis on deductive reasoning, formal proof-based learning and rigor in geometry thinking. Enhancing the curriculum and teaching methods could narrow this gap and improve the overall quality of geometry education in Ghana.

Classification of Higher-Order Thinking Skills of the Teachers Based on Institution, Seniority, and Branch with Discriminant Analysis.

The present study aimed to determine the variations between higher-order thinking skills (critical, creative, and empathetic thinking) of the teachers based on institution, branch, and professional seniority. The study data were collected from 345 teachers with the Critical Thinking Tendency Scale, Marmara Creative Thinking Aptitudes Scale, and Basic Empathy Scale, and confirmatory factor analysis was conducted on the data. The data were analyzed with discriminant analysis. The study findings demonstrated that there were significant differences between the critical, creative, and empathetic thinking skills of the teachers based on the institution of employment, their seniority, and their branch. The analysis of the discriminant functions revealed that the most discriminatory variables were empathy based on the institution and creative thinking based on seniority and branch. It was determined that the teachers employed in pre- and primary schools with less than 15 years of seniority scored higher in critical thinking skills, and teachers who were employed in middle schools with 16 years or more seniority scored higher in creative thinking skills. Foreign language teachers scored higher in both thinking skills. Finally, the mean empathy skill scores of the teachers employed in pre- and primary schools with 15 years or less seniority in the common branch were higher.

Challenges of Special Education Teachers in HOTS (Higher Order Thinking Skills) Based Learning for Students with Special Needs in Lampung Province

The research aims to identify the perspectives and challenges special education teachers face when learning HOTS (Higher-order thinking skills) for students with special needs at the elementary level in Lampung Province. This research uses a survey-type quantitative approach with Google Forms. Twenty-nine special school teachers were respondents by random sampling. The study's results found that all of the teachers knew the concept of HOTS-based learning. As many as 69% of teachers thought that HOTS-based learning could be applied to every type of ABK, and the rest answered no. However, 66% of teachers have implemented HOTS-based learning for students with special needs. This research explores the perceptions, experiences and obstacles of teachers who have implemented HOTS for children with special needs in Lampung. Based on research, Teachers admit they need training, good facilities and infrastructure, peer support, parental support, and reading resources. Recommendations for overcoming this challenge include increasing teacher training, allocating sufficient resources, and supporting and collaborating between the government, schools, and the community. Apart from that, HOTS is indeed a good concept, but this research also shows that HOTS is one of many things that teachers should implement. The implementation of HOTS must be appropriate to the needs and abilities of each child with different special needs.

Development of Mathematics Tests for Higher Order Thinking Skills on Quadratic Equations and Functions

This research aims to produce valid and reliable phase E mathematics higher-order thinking Skills (HOTS) questions on quadratic equations and functions. The research conducted by researchers in development research with the development model used, namely the type of development studies with two stages, namely preliminary and formative evaluation. The subjects of this study were students of class X SMAN 2 Karimun. In this study, the average score of the assessment of the three aspects (material, construct, and language) by the three validators was 86.16%, with a very valid category. In contrast, the average of all statements in the student response questionnaire was 88.33% with very good criteria and had a reliability value of 0.89 with a high category. This study concluded that the resulting 22 questions of Higher Order Thinking Skills (HOTS) mathematics phase E on the material of equations and quadratic functions developed have met the valid and reliable criteria.

Optimizing Quality Classroom Engagement and Thinking and Rethinking Processes in Social Studies Courses through a Wait-time Model (WTM)

The purpose of this study is to find out how the wait-time provided by professors to the students’ influence their classroom engagement as well as their ability to think and re-think, both in the online and offline set-ups. The problem with wait-time during discussions is that it can hinder the flow of conversation and impede effective communication. One of the problems that confront students is the prolonged pauses or delays in responses that may lead to disengagement, loss of momentum, and decreased overall efficiency in exchanging ideas or information. This delay can be caused by various factors such as technical issues, hesitation in responses, or inadequate facilitation, all of which can contribute to a less productive and engaging discussion. This study used social-observation descriptive design, a form of scientific research. The samples were selected through purposive sampling, include three (3) classes from Bachelor of Secondary Education, majoring in Social Studies totaling 95 respondents and 5 social-science faculty members from the College of Teacher Education, City University of Muntinlupa, Philippines. The Survey on the Average Teacher’s Wait-time Tool and Classroom Discussion through a Wait-time Tool, constructed by the researchers, observation, and interviews were used to gather data from the samples. The study found out that the Average Wait-Time on "Creating Questions" has the longest average wait-time at 2 minutes and 11 while "Remembering Questions" have the shortest wait-time at 41 seconds. There is a strong positive correlation between the average length of wait-time and active classroom engagement. Longer wait-times result in more engaged students, whether in online or face-to-face classes. And the correlation between Wait-Time and Thinking and Rethinking reveals that there is a moderately negative correlation which suggests that the length of wait-time and the thinking and rethinking process have an inverse relationship. Extended wait-times may lead to reduced cognitive activity, indicating a need for balance. These findings emphasize the importance of optimizing wait-time in educational practices to facilitate meaningful engagement and cognitive processing. Balancing the duration of wait-time is essential to harness its benefits effectively. The authors concluded that through quality wait-time, students would be able to further enhance their analytical, critical, and higher order thinking skills.

Behind Prison Walls: Critical Overview of the Mental Health Trajectories of Children Living With Incarcerated Mothers.

Insufficient resources have been identified as a significant factor contributing to delayed development across all domains for children living with their incarcerated mothers. Often lacking extended family support, these children experience environments resembling confinement, devoid of essential cognitive, social, and emotional stimuli crucial for their development. This deprivation can result in substantial educational setbacks and hinder their social integration. This review aims to examine the impact of the prison environment on the development of children residing with their incarcerated mothers.Current research underscores a notable scarcity of comprehensive data on the developmental paths of these children. Some studies suggest that prison nurseries may cultivate positive intergenerational attachments, potentially mitigating the typically low resilience observed in cases of maternal separation. However, while lower-order cognitive functions may not exhibit significant delays, the development of higher-order thinking skills presents more considerable challenges.Addressing the developmental risks faced by children in prison settings is critical, given their heightened vulnerability to systemic neglect. Therefore, prioritizing optimal child development is essential to ensure these children achieve their milestones.

Improving Student’s Critical Thinking Ability Using HOTS-Based Modules in Chemistry Learning

Learning the 21st century obliges student For have three Skills that is Skills think critical, skills think creativity and skills solve problem. Skills the known with Skills think level tall or HOTS (Higher Order Thinking Skill). Study This aim to: (1) know appropriateness module HOTS based on the material acid-base in accordance with criteria that have been determined by BSNP. (2) knowing is ability think critical student use module HOTS based more tall rather than ability think student use book packages at school and. (3) knowing response student to module HOTS based on the material acids and bases that have been developed. This study made with Research & Development approach using ADDIE model paradigm. Study This conducted at Medan State University and Medan 21 State High School. Research result This show that through development module HOTS based on the material average acid-base result analysis is 91% (valid) and no need revised while the average response student is 85% (very interesting ). This matter show that module HOTS based on the material solution sour developed language​ worthy and very interesting for student . And the average value ability think critical student use developed module​ is 81 while the average value ability think critical student use book package at school of 70.8. This matter show ability think critical student use module Based on developed HOTS more tall compared to ability think critical student use book package at school.

How the Learning Style and Working Memory Capacity of Prospective Mathematics Teachers Affects Their Ability to Solve Higher Order Thinking Problems

<p style="text-align: justify;">This study aims to analyze the effects of working memory capacity and learning styles of prospective mathematics teachers on their ability to solve higher-order thinking problems. In the present study, learning style was considered students' tendency to learn visually or verbally. In addition, the types of higher-order thinking skills (HOTS) problems are complex and non-complex. Multiple regression tests were used to analyze the effects of learning style and working memory capacity. An ANOVA test was also conducted to analyze the ability of each group to solve each HOTS problem. In addition, one hundred twenty-six prospective mathematics teachers voluntarily participated in this study. The study found that learning styles only affected visual problems while working memory capacity (WMC) only affected the ability to solve complex problem-solving skills. Furthermore, WMC affected the ability to solve complex HOTS problems, not non-complex ones. The ability of visual students to solve HOTS problems will greatly increase when the problems are presented in visual form. On the other hand, the obstacle for visual students in solving verbal problems was to present the problem appropriately in visual form. The obstacle for students with low WMC in solving complex HOTS problems was to find a solution that met all the requirements set in the problem.</p>

Correlation of learning motivation and emotional intelligence with student higher order thinking skills level on biology material

The ability to think at a high level is essential for students to master because this ability encourages students' motivation to look at every problem critically. Learning motivation and emotional intelligence are several factors that determine how students have the desire or drive to achieve their goals. This study is ex post facto research to examine the relationship between learning motivation and emotional intelligence with higher-order thinking skills. The population in this study were all students of grade XI IPA at public senior high schools in the Majene district of the 2023/2024 academic year. The research samples 268 students by employing a simple random sampling technique with representatives of one school for each sub-district in Majene Regency. The research instruments were a questionnaire on learning motivation and emotional intelligence and a test of higher-order thinking skills on Biology learning material. The data obtained in this research was analyzed using descriptive and inferential statistics (multiple and simple regression analysis) with the help of the SPSS program. Based on the hypothesis testing, the research results reveal that learning motivation and emotional intelligence have a very strong and significant relationship to higher-order thinking skills. Further research is needed to achieve broader goals, increase learning motivation and increase students' positive character values.Abstrak. Kemampuan berpikir tingkat tinggi sangat penting untuk di kuasai oleh peserta didik, karena kemampuan tersebut mendorong motivasi peserta didik untuk memandang setiap permasalahan dengan kritis. Motivasi belajar dan kecerdasan emosional merupakan beberapa faktor yang menjadi penentu bagaimana peserta didik memiliki keinginan atau dorongan dalam menggapai cita-citanya. Penelitian ini adalah penelitian ex post facto yang bertujuan untuk mengetahui hubungan antara motivasi belajar dan kecerdasan emosional dengan keterampilan berpikir tingkat tinggi. Populasi dalam penelitian ini adalah seluruh peserta didik kelas XI IPA SMA Negeri di Kabupaten Majene tahun ajaran 2023/2024. Sampel dalam penelitian ini diambil sebanyak 268 dengan menggunakan teknik simple random sampling dengan perwakilan satu sekolah untuk masing-masing kecamatan yang ada di Kabupaten Majene. Instrumen penelitian ini adalah angket motivasi belajar dan kecerdasan emosional dan tes keterampilan berpikir tingkat tinggi pada materi biologi. Data yang diperoleh dalam penelitian ini di analisis menggunakan statistik deskriptif, dan inferensial (analisis regresi ganda dan sederhana) dengan bantuan program SPSS. Berdasarkan pengujian hipotesis, hasil penelitian menunjukkan bahwa motivasi belajar dan kecerdasan emosional memiliki hubungan yang sangat kuat dan signifikan terhadap keterampilan berpikir tingkat tinggi. Penelitian lebih lanjut diperlukan untuk mencapai tujuan yang lebih luas meningkatkan motivasi belajar dan meningkatkan nilai karakter positif siswa.

Islamic Religious Education (PAI) Learning Assessment Based On Higher Order Thinking Skills (HOTS) At SMK Muhammadiyah 5 Jember

Islamic Religious Education (PAI) Learning Assessment Based On Higher Order Thinking Skills (HOTS) At SMK Muhammadiyah 5 Jember

Development of Interdisciplinary Higher-Order Thinking Teaching Module: Insights from Delphi Consensus

The aim of this study was to design and develop an interdisciplinary Higher Order Thinking Skills (HOTS) teaching module for first year university students. In order to derive appropriate elements of the teaching module in terms of interdisciplinary knowledge and HOTS, 18 experts were recruited to participate in the design development and module review. A total of 3 rounds of the Delphi method were implemented to derive the module elements, and we used interquartile range (IQR) and Z-score to determine the degree of consensus of the panellists, which resulted in 39 consensus module elements out of 41 items, which were consolidated into 7 constructs, and these were applied to the development of the teaching module.

Unlocking the potential: enhancing higher-order thinking skills in accounting education

ABSTRACT In addition to technical expertise, businesses require accounting graduates to have enhanced higher-order thinking skills (HOTS), such as evaluative and creative skills. Higher education scholars describe pedagogical practices that help students develop HOTS and emphasise the importance for preparing students for career success. Using a qualitative research design, I examine the pedagogical practices of accounting faculty teaching in the United States using data from 25 semi-structured interviews. I find that accounting faculty emphasise application and analysis HOTS more than evaluative and creative HOTS. This study offers insights into how minor adjustments to existing practices can facilitate students’ progression up Bloom's taxonomy (1956), fostering the development of evaluative and creative skills across various accounting sub-disciplines. Students’ mastery of evaluative and creative skill sets is critical to competency development and career success as emerging technologies already routinely apply and analyse data.