Higher Order Thinking Research Articles

Development of Guided Inquiry-Based Learner Worksheets to Improve Higher Level Thinking Skills of Learners on Redox Reaction Material

This research aims to: (1) knowing the level of need for guided inquiry-based Learner Worksheets (LKPD) at Imelda Medan Private High School. (2) to know the design of LKPD based on guided inquiry on redox material. (3) knowing the feasibility of LKPD according to BSNP standards. (4) knowing the improvement of students' higher-level thinking skills and. (5) knowing the students' response to the guided inquiry-based LKPD on redox reaction material that has been developed. This development was carried out using the R&D method with the 4D development model (Define, Design, Develop, Disseminate). The instruments used are interview guidelines, LKPD validation sheets by validators, questionnaire sheets for students' responses to the developed LKPD. The results of this study indicate that the LKPD prepared has met the eligibility criteria according to BSNP standards validated by material experts and media experts who are UNIMED chemistry lecturers by obtaining a percentage value of 88.46% with the criteria "very feasible needs revision". The average value of students' higher order thinking skills after being taught using the developed LKPD was 83.48 with an n-gain value of 0.79 and the results of students' responses were 85.14% with "very good" criteria. So that overall the guided inquiry-based Learner Worksheet to improve students' higher-level thinking skills is feasible to use in the learning process, especially in redox reaction material.

Utilize Renewable Energy Kits to Develop Students' Lower and Higher-Order Thinking Skill

This research aims to determine the effect of kits renewable energy projects by implementing a project-based learning model on students' lower order thinking skills (LOTS) and higher order thinking skills (HOTS). The research method used was quasi-experimental with a nonequivalent posttest only control group design. The population in this study was 198 students. Samples were taken randomly from a population that had passed the normality test and homogeneity test. This research uses a cognitive learning outcomes test instrument in the form of multiple choices. The research results show that there is no significant difference in cognitive learning outcomes in the LOTS category between students in classes that apply project-based learning on renewable energy material and classes that apply conventional learning on renewable energy material, sig. 0.127 ≥ 0.05, using the Mann Whitney test. Meanwhile, the results of hypothesis testing for cognitive learning outcomes in the HOTS category using the independent sample t-test obtained a sig (2-tailed) value of 0.000 ≤ 0.05, which means there is a significant difference in students' cognitive learning outcomes. between classes that apply project-based learning to renewable energy material and classes that apply conventional learning to renewable energy material. These results indicate that project-based learning can produce student learning in the HOTS category, but has no effect on increasing students' cognitive abilities

QR Code-Based Digital Media for Scientific Literacy Skills Enhancement of Elementary School Students

QR Code-based learning encourages teachers to be more creative in designing lessons and students to become more active in the learning process. The problems that are present are the low literacy skills of students in the field of science education, the lack of ability in the field of digital-based technology for science literacy learning, describing alternative solutions to improve science literacy in elementary school students. The development of learning materials in the form of QR Code-based E-Modules aims to enhance higher-order thinking skills in thematic learning. This research aims to develop, validate, and assess effectiveness development of QR Code-Based digital media to enhance scientific literacy skills in the teaching of natural sciences. The research design follows the Research and Development (R&D) method, specifically the Richey and Klein method, consisting of three stages: Planning, Production, and Evaluation. Validation results from media experts show a percentage of 91.57%, language experts 84.38%, and content experts 96.13%. Thus, the developed product is considered highly feasible and ready for testing. The next stage involves one-to-one testing, small group testing, and field testing. One-toone testing scores were 90.28%, small group testing was 93.33%, and field testing was 85.74%. To verify the accuracy of the data, a paired sample t-test using SPSS is conducted, resulting in significance = 0.000 < 0.05. Therefore, it can be concluded that implementing QR Code-based digital media in science education has a significant positive effect, making it highly feasible and effective for use in fourth-grade science classrooms. Thus with this research students' abilities in implementing scientific literacy in everyday life can be improved to achieve better learning outcomes.

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.

The Effect of Inquiry Learning on the Critical Thinking Skills of Students in the Era of the Industrial Revolution 4.0

Competition in the 21st century demands that human resources have excellence in both academic and non-academic fields. The quality of human resources can be seen based on the attitude, character, and critical behavior possessed by each individual. Education is the first step in efforts to improve the quality of human resources in order to compete in the 21st century. One of the education that must be mastered is science and technology, so that in its completion teachers must be able to educate their students to be able to think at a high level or high order thinking skill (HOTS). This includes aspects of critical thinking skills, which are abilities needed by students to be able to survive in the 21st century. The goal that is carried out in this journal is how to improve students’ critical thinking skills. This research is a quasi-experimental study with a posttest-only control group design, this research was conducted at SMAN 1 Panawangan. The appropriate learning model to improve critical thinking skills is the inquiry learning model because the inquiry learning model is a process of obtaining information by observing and experimenting. The results obtained after the research proves that students who are taught to use the inquiry learning model have higher critical thinking skills than students who are taught to use the conventional model. Keywords: inquiry learning, critical thinking skills, industrial revolution

Success of university students in preparing hots questions using assignment-based direct instruction

The purpose of this study is to explore the effectiveness of assignment-based direct instruction in preparing university students to develop questions that test learners' thinking skills. One of the greatest challenges facing universities is preparing potential teachers with the ability to develop questions that test students' higher-order thinking skills (HOTS). Using a quantitative descriptive approach, this study analyses the work of 40 university students who were asked to prepare 20 items, as well as question grids and cards for each item, after having undergone assignment-based direct instruction. Analysis shows that: (1) students exhibited a good command of materials (87%), (2) students exhibited a good command of question structure (88%), and (3) students exhibited a good command of Indonesian-language grammar (88%). This study challenges the assumption that teacher-based learning is ineffective, providing evidence that should be considered when evaluating the learning process and its current emphasis on student-centered learning models that sideline teachers. Direct learning based on giving assignments can increase student success in compiling HOTS questions and be a solution to the learning process, which has so far focused a lot on the student-centered learning model, so that the teacher's position is neglected. It suggests that effective pedagogy should not only consider students as active learners but also recognize teachers as creative and pro-active educators. The implications of this study highlight the need for active collaboration between teachers and students in the learning process in higher education.

Avrupa Meme Görüntüleme Diploması Çoktan Seçmeli Örnek Soruları: Büyük Dil Modellerinin Yeteneklerinin Değerlendirilmesi

Dear editor, In pursuit of a fresh outlook, my objective was to gauge the abilities of a multimodal large language model (LLM) against sample questions from the European Diploma in Breast Imaging (EDBI) test, an initiative by the European Society of Breast Imaging. Large language models are pushing the potential in radiology, from interpreting text and medical images to generating reports (Bhayana, 2024). Generative Pre-trained Transformer 4 (GPT-4) has notably passed a national mammography board exam with clarity (Almeida et al, 2024). As the latest version among multimodal LLM types, GPT-4 is capable of answering questions requiring both lower-order and higher-order thinking. Three written sample questions, where multiple choices could be correct, were evaluated. It was noted that there was no negative marking for incorrect answers (https://www.eusobi.org/european-diploma-in-breast-imaging-edbi/). The scoring system was adapted from the European Diploma in Radiology scoring guidelines (https://www.myebr.org/edir-scoring-faqs). Data was obtained from Google Gemini, GPT-3.5, and GPT-4 in March 2024. When assigning a value of 1 point to each question, GPT-4 reached an accuracy of 78%, GPT-3.5 achieved 50%, and Google Gemini scored 22.2%. This notable success in the sample questions from the EDBI particularly emphasizes GPT-4's potential in aiding clinical decision-making. Future studies may assess its performance in questions requiring medical image analysis, such as mammography, breast ultrasound, or breast magnetic resonance imaging.

An Investigation of The Connection of Bloom’s Taxonomy to the Core Mathematics Curriculum for Senior High Schools in Ghana

This paper attempts to preview the connection of Bloom's taxonomy to Ghana's Senior High School mathematics curriculum. Mathematics is a vital tool for economic growth and national development as a STEM subject. Bloom's taxonomy, which presents a hierarchical model, helps educators teach school mathematics to enable students to acquire basic Knowledge known as order thinking (LOT) skills and develop higher-order thinking (HOT) skills. The analysis of the mathematics syllabus concerning Bloom's taxonomy revealed that the syllabus concentrates more on the three fundamental skills in Bloom's hierarchy of teaching and assessment. Remember 18.1%, Understand 33.3%, and Apply 29.8%, totalling 81.2%, leaving only 18.8% for the top three HOT skills. The study recommends that Ghana adopt a curriculum model that focuses on teaching transversal skills that can churn out informed citizens rather than putting students under the shackles of tests.

Teaching Creative Thinking Skills in Educational Institutions in Nigeria

Creative thinking is a multidisciplinary concept that falls within the brackets of higher order thinking skills and its teaching in educational institutions in the 21st century has become inevitable in Nigeria in particular and the global community at large, because change occurs in split seconds with prospects, challenges and corresponding crises that keep man in a complete state of apprehension and loss without corresponding skills to explore the environment to man’s advantage. Using the philosophical methodology, the paper discusses the teaching of creative thinking skills in educational institutions in Nigeria. The paper acknowledges that the inability of educational institutions in Nigeria to prioritize the teaching of creative thinking skills is responsible for the near to nothing level of productivity that exists in the Nigerian society compared to the number of educated persons in Nigeria. The paper strongly maintains that making the teaching of creative thinking a norm in Nigeria can be a springboard for entrepreneurial revolutions that can checkmate social vices in Nigeria. The paper makes recommendations, part of which are that education should be repositioned to prioritize the teaching of creative thinking to would-be teachers in the training of teachers in teacher education institutions, that instructional delivery across all tiers of education should be based on problem based and project based approaches that prioritize practical instead of theory, a development that demands providers and sponsors of education to be more committed and that the curriculum of educational institutions in Nigeria should incorporate realities of the 21st century among others. Keywords: Education, Teaching, Creative teaching, teaching creative thinking

Assessing the Impact of the Project-Based Learning Approach on Students’ Academic Achievement and Attitudes toward English Lesson

This action research investigates the impact of Project-Based Learning (PBL) on students’ academic achievement and attitudes toward English lessons in grade twelve classrooms. PBL, characterized by inquiry-based projects, aims to cultivate higher-order thinking skills and enhance student engagement. The study compares the academic performance and attitudes of students exposed to PBL with those in traditional English learning settings. Data collection includes pre-and post-implementation assessments and surveys to gauge changes in achievement and attitudes. Findings suggest that PBL positively influences academic achievement and fosters favorable attitudes toward English lessons.

Revisiting Flavell’s Theory of Metacognition for Metacognitive Responsiveness

The theory of metacognition was innovative at the time for its promising practicality. However, research findings that pertain to inconsistencies in metacognitive trainings’ outcomes and mainstream classrooms’ adversities of metacognition practices have accumulated since then. These issues may highlight a need to revise metacognition theory. From a phenomenological perspective, this paper first describes the fundamental tenant of theory; thinking and whether thinking about thinking recognizes the nature of thinking. For individuals to manage their thinking, thinking should be stimulated first. Metacognitive responsiveness pertains to a conscious sensitivity towards a stimulus that might engage one into higher order thinking. Metacognitive responsiveness, thereby, may initiate attendance of attending higher order thinking in recognition of a stimulus. Thinking and metacognitive responsiveness pertain to personal relevance, attentiveness, interest, previous experiences, tools for thinking, features of tasks, and the nature of social interactions. In this sense, the stimulus should be designed or adapted to initiate each individual’s thinking or metacognitive responsiveness. This paper argues that the theory of metacognition needs a revision to embrace metacognitive responsiveness explicitly, and practical implications need to focus on materials to initiate metacognitive responsiveness for metacognitive development.

PENGEMBANGAN PENILAIAN BERORIENTASI HOTS: UPAYA PENINGKATAN KEMAMPUAN BERPIKIR KRITIS SISWA DI ERA GLOBAL ABAD KE-21

This research aims to: 1) provide in-depth knowledge to teachers about the concept of HOTS-oriented assessment; 2) improve teachers' ability to develop HOTS-oriented assessment. This research is a literature research, with data sources are journal articles, reference books, modules, the internet, and other relevant sources. The study was conducted from October 2023 to February 2024. Data was collected by documentation and observation techniques. The research data were analyzed using exploratory descriptive methods. The results of data analysis are: 1) Higher-order thinking skills are the ability to think not just to remember, but the ability to analyze, evaluate, and create; 2) HOTS-oriented assessment has the characteristics of a) measuring higher-order thinking skills, b) contextual problem-based, c) using various question forms, d) divergent, and e) using multirepresentation. The steps for developing HOTS-oriented questions are a) analyzing basic competencies (KD), b) compiling a grid of questions, c) choosing an interesting and contextual stimulus, d) writing question items according to the question grid, and e) making scoring guidelines (rubrics) or answer keys. The benefits of HOTS-oriented assessment are: a) improving student achievement of learning outcomes, and b) increasing student learning motivation

TECHNOLOGY & PRODUCTIVITY AMONG EDUCATIONAL INSTITUTIONS INFORMATION COMMUNICATION AND TECHNOLOGY IN PUBLIC SECONDARY SCHOOLS IN MAKUENI COUNTY, KENYA

The primary objective of this research article is to identify the key impacts of integrating technology into public secondary schools in Makueni County. To achieve this, a descriptive research strategy has been employed, that brought in 140 teachers and 25 principals. Data collection was conducted via interview schedules and questionnaires that were aimed at administrators and teachers. The gathered data underwent quantitative and qualitative analysis. Descriptive statistics and mean calculations, a measure of central tendency, were utilized for data analysis. The research hypothesizes that Information and Communication Technology (ICT) plays a crucial role in enhancing educational quality. ICT enables more personalized instruction and immediate feedback, thereby improving literacy both inside and outside the classroom. The research article also examines how ICT can be used to foster creativity and higher-order thinking skills. In terms of administration, ICT is pivotal in streamlining tasks such as data collection, document processing, record-keeping, and financial document recovery, making retrieval more straightforward and administration more efficient. Furthermore, ICT aids in the efficient scheduling of school activities, including parents and teachers association (PTA) and Board of Management meetings, and managing school calendar events, classes, and exams. In a nutshell, the research article highlights the importance of ICT in disseminating information and fostering effective communication among stakeholders.

A Study on Factors Influencing After-Sales Service of Reliance Fresh

To communicate, save, and manage information, teachers use a variety of ICT tools. ICT has become an integral part of teaching-learning, they are replacing chalkboards with interactive digital whiteboards and using smartphones or other devices for learning during class time. These approaches are leading towards higher order thinking skills, and creativity to express their understandings, and deal with ongoing technological change in society and the workplace. Integration of Information, Communication, and Technology (ICT) is assisting teachers with the global requirement for replacing traditional teaching methods with technology-based teaching and learning tools and facilities. ICT reduces the gap between parents, educators, and students by encouraging sustainable cooperative, and transparent communication methods. The integration of ICTs with the educational system is a complex, lengthy process that involves enough initial capital and other resources. The benefits of increased use of technology in education are specialized learning, project-based learning, increased collaboration, engaging content, and improved productivity and efficiency. ICT is playing salient roles in workplaces, business, education, and entertainment. The digital era of ICT gives the opportunities to learn and apply the required skills.

Physical Education Teachers' Attitudes Towards Stimulating Higher Order Thinking Skills in Elementary School Students: Differences in Certified and Non-Certified Teachers

Elementary school-age children have started thinking logically and rationally; therefore, they need to be stimulated to think in a higher order. Higher-order thinking skills (HOTS) can help students think critically and creatively, solve problems and find solutions. Therefore, physical education teachers must participate in stimulating students' HOTS. This research aims to determine differences in physical education teachers' attitudes (certified and non-certified) based on gender, age and length of service toward HOTS stimulation in students. The method used in this research is comparative. The research sample consisted of certified and non-certified physical education teachers who taught in elementary schools in West Sumatra province, Indonesia, with 105 people (male = 77 and female = 28) aged 23-59 years. They were selected using accidental sampling. The instrument to measure stimulating higher-order thinking skills uses a Likert scale questionnaire consisting of 16 items. Data analysis was carried out using the Mann-Whitney U Test and Kruskal-Wallis H. The results of the study showed that differences in the attitudes of certified and non-certified teachers obtained a p-value < .05, while comparisons based on gender, age and work experience had a p-value> .05. So it can be concluded that the attitudes of certified and non-certified teachers towards HOTS stimulation are significantly different, while based on gender, age and length of service their attitudes towards HOTS stimulation are not significantly different. Keywords: Stimulating higher-order thinking Skills, HOTS, 21st-century learning, physical education

Views of Students, Parents, and Teachers on Smartphones and Tablets in the Development of 21st-Century Skills as a Prerequisite for a Sustainable Future

It is no longer just an opinion but a fact that the only way to prevent a catastrophic future for humanity on a planetary scale is to introduce sustainable practices in all areas of human endeavour. The key role in these processes is activity to education. The aim of this study is to investigate the perceptions of Slovenian secondary school students, parents, and teachers (SPTs) regarding the role of smartphones and tablets in promoting 21st-century skills. This study explores the views of Slovenian secondary school students, parents, and teachers (SPTs) on the value of smartphones and tablets in 21st-century skills education. The results show a consensus among participants that smartphones and tablets make a positive contribution to various aspects of 21st-century skills as a Prerequisite for Sustainable Future. Participants consistently rated the suggested benefits of smartphones and tablets above the middle of the scale, with a focus on internet, digital, and information literacy. However, there is still room for improvement in basic skills and higher-order thinking skills. The factorial analysis revealed three correlated factors: Holistic Learning skills, Higher-Level Cognitive skills, and Digital Information Literacy skills. Subsequent analysis revealed significant differences between the focus groups, with students showing stronger agreement with the positive impact of smartphones and tablets on a wide range of skills. While teachers recognized the value of smartphones and tablets for students’ digital literacy and engagement, the differences between teachers and other groups were relatively small. These findings underscore the importance of integrating smartphone strategies and technology tools to promote 21st-century skills as a Prerequisite for Sustainable Future. Educators and policymakers can use these findings to promote effective teaching and learning practices that meet the demands of the 21st century.

Validity and Reliability Analysis of HOTS Multiple Choice Questions in a Chemistry Course at a Senior High School

This study examined the validity and reliability of a newly developed multiple-choice evaluation system that measured students’ higher-order thinking skills (HOTS). The instrument test consisted of 45 multiple-choice items and was developed based on the cognitive domain of Bloom’s Taxonomy. A quantitative method was used. It consisted of three phases: Content Validity by inter-rater agreement, Construct Validity by principal component analysis (PCA), and Reliability shown by Chronbach’s alpha. The content validity by inter-rater agreement found that the instrument was categorized as valid. The construct validity by PCA found that each item in the evaluation instrument measured one-dimensionality, which is good to be used as an evaluation instrument test. The reliability was established to be a high degree with Chronbach’s Alpha being 0.94. From the result of this study, a valid and reliable HOTS multiple-choice item evaluation instrument has been produced and is ready to be tested in a small sample to examine its empirical quality.
 Keywords: validity, reliability, multiple-choice, evaluation system

Needs Analysis for the Development of Science e-Modules Assisted with Kvisoft Flipbook Maker on the Basic of Project Based Learning on Heat and Transfer Materials to Improve Creative Thinking Ability in the Pandemic Period

Creative thinking is a high-order thinking skill that is considered to be an important skill to succeed. Creative thinking abilities include fluency in thinking, flexibility of thinking, originality of thinking, and detailed thinking (elaboration). The lack of teaching materials on the topic of heat transfer and the inability to think creatively about the topic negatively affect students. Therefore, this study aimed to analyze the need for the development of an e-module using the Flipbook Maker application. The need analysis for the e-module was analyzed in line with creative thinking abilities to support online learning. This study used a qualitative method, with the research subjects being teachers and students of grade VII of Junior High School in Sukoharjo. Data collection techniques employed were questionnaires and interviews, in which the data were then analyzed descriptively. The study revealed that students’ creative thinking abilities were still low on indicators of flexibility and originality. For these reasons, project-based learning (PJBL) is a learning model that can be applied to improve students’ creative thinking abilities. In addition, teachers and students need e-modules to support the online learning process. Thus, this research can be elaborated by developing a natural science e-module assisted by a Flipbook Maker based on PJBL to improve students’ creative thinking abilities.
 Keywords: Science e-Modules, Project Based Learning, Creative Thinking Ability

Online lectures with local wisdom context: efforts to develop students’ higher-order thinking skills

<span lang="EN-US">Indonesian students have low higher-order thinking skills (HOTS), so efforts are needed to improve these skills. This research aims to examine the effect of online learning with local wisdom context on students’ HOTS. The online learning in question is a lecture using Zoom Cloud Meeting (ZCM), Google Meet (GM), and a combination of GM and learning management system (LMS) SPADA Universitas Mataram. This study took a sample of 77 5th-semester students who took the 2021/2022 Physics Curriculum Study course at Universitas Mataram, Indonesia. This quantitative research method uses a posttest-only group design. The student HOTS data were obtained based on the essay test after the treatment. The data analysis used to test the research hypothesis is one-way ANOVA with calculations using the SPSS 25 application. The research results showed that the class combining GM and SPADA UNRAM with local wisdom context significantly affects students’ HOTS scores. The average score of HOTS with the lecture model is the highest compared to the other two classes. Thus, online lectures with local wisdom context using a combination of GM and SPADA UNRAM can be an effort to develop HOTS for prospective physics teacher students.</span>

A Systematic Review of Big Data Driven Education Evaluation

The rapid development of artificial intelligence has driven the transformation of educational evaluation into big data-driven. This study used a systematic literature review method to analyzed 44 empirical research articles on the evaluation of big data education. Firstly, it has shown an increasing trend year by year, and is mainly published in thematic journals such as educational technology, science education, and language teaching. Chinese and American researchers have made the greatest contributions in this field. Secondly, the algorithmic models for big data education evaluation research are diverse, the text modality is the most popular, the evaluation subjects are mainly college students, with fewer primary and secondary school students, and science is the discipline that most commonly applies big data education evaluation. The evaluation objectives of big data education evaluation mainly focus on five aspects: high-order thinking analysis, learning performance prediction, learning emotion recognition, teaching management decision-making, and evaluation mode optimization, and the text modality is widely used for data collection in high-order thinking analysis; regardless of the evaluation objectives, higher education students are the most widely evaluated objects; the science discipline is the main field of using big data technology to empower teaching evaluation. Thirdly, the current research topics of big data education evaluation mainly focus on online learning behavior and environmental participation evaluation, process assessment of learning motivation and emotional analysis, development and optimization of subject domain big data models, cognitive diagnosis and high-order thinking skills evaluation, and design of learning analysis frameworks based on data mining.