Higher Thinking Skills Research Articles

Penerapan Model Collaborative Learning Untuk Meningkatkan Critical Thinking Skill Pada Siswa Sekolah Dasar

Collaborative learning is learning that involves students by forming small groups that work together to solve problems that aim to encourage students to play an active role and be able to think critically during learning. The characteristics of the collaborative learning model are considered to be able to train students' stimulus so that it can train and improve students' critical thinking skills. Collaborative learning is expected to be able to improve thinking skills and high thinking skills, especially critical thinking skills. Based on the results of the articles we have reviewed, it shows that collaborative learning that is applied can significantly provide benefits in improving thinking skills. However, there are some challenges that must be addressed such as time management of collaborative learning implementation and ensuring that all students get the same opportunity as other students.

Development of Student Worksheets Based Project Based Learning to Improve High-Level Thinking Skills (Hots) on Magnetic Material

This study aims to develop LKPD based project-based learning to improve the validity of high-level, practical, and effective high-thinking skill. Learning products that are developed in the form of Students worksheets based on project learning. This type of research is the development of research and development (R&D) using the 4-D development model that developed by Thiagarajan. Data collected using expert validation, observation sheet, questionnaire response learners and teachers, and high-level thinking skills test. The results showed that LKPD based project- based learning in the valid and worthy category in use, the results of the validation of the material experts in stage I dan II are equal 76,47 % and 84% included into a very valid category, on the validation of the design expert design I and II is equal 81% dan 97% included in a very valid category, then on validation of language experts in stage I and II 62,50% and 90,62% located in a very valid category. LKPD based project-based learning has fulfilled aspects of effectiveness look at the various tests that have been done and declare that LKPD worth to use.

PROJECT-BASED LEARNING AS A MODEL OF LEARNING ANECDOTAL TEXTS IN STUDENTS OF SMA 1 BANDAR LAMPUNG

Effective learning is applied because it emphasizes contextual learning through activities by the real world is Project-Based Learning (project-based learning). Project-Based Learning model in anecdotal text learning can improve high-level thinking skills in high school students 1 Bandar Lampung. In the 2013 curriculum, learning Indonesian began to direct learners to produce a product in the form of text at the end of learning. Teachers must have the competence to direct in producing products because teachers act as facilitators in the learning process. One way that teachers can take to achieve these challenges is to familiarize learners to always be faced with a high-level thinking-based learning model. The purpose of this study is to describe the application of learning models based on high thinking skills and steps in learning Indonesian anecdotal text material. This research uses descriptive methods with this type of qualitative research analysis. Explanation of the application of learning models to anecdotal text material using descriptive methods. The application of the Project-Based Learning model in Indonesian learning based on the conclusion of the results of the analysis can be achieved through activities; (1) problem solving, (2) involving students in designing products based on the real world, (3) planning long-term activities, (4) teachers monitoring students in solving problems related to projects, (5) students focus on solving problems related to projects, (6) students are required to produce an anecdotal text as a learning product by accustoming students to achieve cognitive level C6 i.e. creating and evaluating learning experiences.

Pengembangan Instrumen Evaluasi Higher Order Thinking Skills Menggunakan Quizizz Pada Materi Termokimia untuk Meningkatkan Kemampuan Berpikir Tingkat Tinggi Peserta Didik

The ability of students in understanding complex information and analyzing skills is classified as low grade, therefore a HOTS-based evaluation instrument is needed using media that is able to develop high thinking skills and increase the enthusiasm of students doing evaluations. The purpose of this study is producing an evaluation instrument based on HOTS using Quizizz on a valid thermochemistry subject according to material and media experts, knowing the validity, reliability, difficulty level, distinguishing power and user responses. This research uses a research and development (R D) with the Plomp model. The research subjects are 3 teachers and 30 students of class XI of SMAN 8 Pekanbaru, SMAN 2 Pekanbaru and MAN 1 Pekanbaru. Data collection techniques are carried out by literature studies and field studies. The research data is obtained from the validation results of two material validators, two media validators, and user trials. The result of validation to material validators was obtained on the average based on material aspect of 95.83%, construction aspect 94.03% and language aspect 98.89%. According to media validators, based on content aspect of 89.00%, learning design 90.00%, display (visual communication) 89.00% and software utilization 95.00%. The results of the questions analysis showed that 12 questions qualified the valid criteria, had very high reliability, “medium” difficulty level of 5 questions and “difficult” category of 7 questions and had good distinguishing power with all questions accepted. User response scores are 90.67% by teachers and 93.13% by students with very good criteria

Development of Higher Order Thinking Skills Based Assessment Instruments Using Live Worksheet Application

The research aimed to develop higher-order thinking skill (HOTS) based assessment instruments based on Live Worksheet applications on Creative Products and Entrepreneurship (PKWU) subjects, especially on Basic Competencies 3.2 Analyzing business opportunities and Basic Competencies 3.3 Applying business administration documents. This research used Sugiyono's development model with seven development steps. The research subject consisted of 34 students of class XI Department of Office Governance Automation SMKS Ketintang Surabaya. The development of this assessment instrument resulted in 20 questions that were declared valid with the calculation of r calculated r table (0.3291). The instrument developed was said to be reliable because the reliability value of the problem of 0.840 0.60 The results of product validation development from three expert validators obtained an average validation of 95.6% with "very strong" criteria. The average student responded to the use of the Live Worksheet application "very positively by 88%. As per results of this study trial, the average ability to think high-level students fell into the category of "less". Therefore, the learning process to improve high thinking skills in students must be further improved with a learning model or method that can encourage the improvement of students higher-order thinking skills.

Analisis kemampuan Berpikir Kritis Siswa Kelas VIII SMPS Katolik Putri St. Xaverius Kefamenanu Tahun Ajaran 2020/2021

This study aims to analyze the critical thinking skills of eighth grade junior high school students class VIII on several materials consisting of 12 student. This type of research is descriptive research with a quilitative approach. The data collected in the form of critical thinking ability test result and interviews. Furthermore, the data collected was analyzed based on the indicators of critical thinking skills that have been set by the researcher which includes interpretation, analysis, evaluation, and inference. The results of data analysis obtained results, namely (a) On indicators with high thinking skills can interpret well, student with moderate abilities can also interpret well while students with low abilities have not interpreted well; (b) On indicators of analysis, all research subjects from students with high, medium and low abilities have not been able to analyze well;(c) On evaluation and inference indicators, students with high abilities can evaluate and inference well, students with moderate abilities can also evaluate and inference well while students with low abilities have not been able to do evaluation and inference well.

The impact of perception of middle school curricula according to the next generation of science standards on conceptual comprehension and thinking skills

There is an urgent need to update the science curricula content in light of the Next Generation Science Standards (NGSS). The purpose of this research is to present a proposal of the science curricula content in light of the NGSS. Secondly, the effect of NGSS on conceptual understanding and higher-thinking skills among first-year intermediate students is also analyzed. This work is unique as no research is conducted on the topic as per the best of our knowledge. Hence, the research may motivate further studies on the topic. The semi-experimental method was used to know the impact of teaching science in conceptual understanding and higher thinking skills. The sample consisted of 62 students divided into two groups. The control group was led the “nature of material” unit in the first-year intermediate book, issued by the Ministry of Education in 1438 AH. A list of science tools was prepared for analyzing the content of science curricula in light of Next-Generation Science Standards (NGSS). Two tests were prepared, a conceptual understanding test and a higher thinking skills test. The research revealed different results: the availability degree of science for the next-generation science standards curricula in the intermediate stage was low. The developed unit’s size effect in light of these standards on conceptual understanding and higher-thinking skills among the research sample was high with a value of 0.89-0.91.

Meningkatkan Kemampuan Berfikir Tingkat Tinggi (HOTS) Siswa Kelas XI IPA SMA Negeri 2 Bagan Sinembah T.P 2020/2021 Dengan Penerapan Model Siklus Belajar 5E Melalui Materi Sistem Ekskresi Dalam Proses Pembelajaran Daring

This study aims to improve the thinking skills of high-level students through the use of the 5E cycle learning model in class XI IPA students of SMA Negeri 2 Bagan Sinembah TP Riau 2020/2021 (PT) using the Kemmis and Mc.Taggart method to improve. The subjects of this study were 36 students of class XI IPA-1. This classroom action research was carried out in 2 cycles, with each cycle consisting of 1 session. Cycle I discusses the human excretory system, and Cycle II discusses disorders of the human excretory system. The data collection techniques used were tests of higher order thinking skills and teacher activity observation sheets in the application of the 5E cycle learning model and data analysis techniques with individual and classical percentage analysis. The results showed that the use of the 5E cycle learning model was able to improve high thinking skills (HOTS) of class XI science students at SMA Negeri Bagan Sinembah TP 2020/2021 Riau with a material removal system and increasing teacher activity in the learning process. The percentage of thinking ability (HOTS) from 50% in the first cycle increased to 67% in the second cycle in the good category, in the 85% cycle it increased to 92%, the percentage in the very good category was accepted.

The effect of e-learning in developing high thinking skills

This research aims to investigate the impact of adopting e-learning in an attempt to enhance higher thinking skills among students at the University of Jordan. In addition, we examine the relationship between e-learning and higher thinking skills and identify the effect of e-learning on higher thinking skills at the University of Jordan. The study examines the effect of using e-learning effectiveness and its effect on developing higher students’ thinking skills at the university level. The study also focuses on intellectual education for high-level thinking and the impact of the e-learning environment on a group of students at the University of Jordan. The target community for this study is undergraduate students at the University of Jordan, in Amman, Jordan. The resulted sample consists of 45 students. During the experiment, two research tools were used to analyze the relationship between the independent and dependent variables. The quantitative data are collected from the students’ perception analyzed using some statistical tests. The results of the research indicate that students could be helped to enhance higher-order thinking skills and maybe enriched by integrating an e-learning model into teaching and learning. There is also a positive relationship between e-learning and higher thinking skills at the University of Jordan. The experimental results of this study indicate several results, as the adoption of the e-learning model led to a significant improvement in the higher thinking skills of students. The e-learning model can remove many social and cultural barriers.

مدخل المشکلات الحياتية في تدريس الدراسات الاجتماعية لتنمية مهارات التفکير المنتج لدى تلاميذ المرحلة الإعدادية

استهدف البحث الحالي التعرف على فعالية مدخل المشکلات الحياتية ، وذلک بهدف الارتقاء بعقلية تلميذ الصف الثانى الاعدادى وتنمية مهارات تفکير عليا تتمثل في مهارات التفکير المنتج، وما تشمله من قدرات عقلية ترکز على استغلال الطاقات الکامنة لدى المتعلمين ، والتي ترکز على المشارکة ، والتفاعل بين المتعلمين بعضهم البعض من ناحية ، وبين المعلم من ناحية أخري ، حتى نجعل المتعلم منتج للمحتوى و جزء منه ، وليس ناقل له . وفي ضوء ذلک تم إعداد قائمة بأهم مهارات التفکير المنتج وأهم المهارات التي يمکن تنميتها لدى تلاميذ الصف الثانى الاعدادى وإعداد اختبار مهارات التفکير المنتج . وتم تطبيق البحث على عينة من تلاميذ الصف الثانى الاعدادى بمدرسة محمود شهاب الاعدادية کمجموعة تجريبية؛ حيث بلغت العينة 40 تلميذا ، وتم استخدام منهج البحث التجريبي للمجموعتين ، وتم تطبيق أداة البحث ( اختبار مهارات التفکير المنتج ) وقد أکدت نتائج البحث أن المدخل کان له فعالية في تنمية مهارات التفکير المنتج لدى تلاميذ الصف الثانى الاعدادى. کلمات مفتاحية: مدخل المشکلات الحياتية – تدريس الدراسات الاجتماعية – التفکيرالمنتج. bstractA The present research targeted the effectiveness of the entrance to life problems , with a view to seeing a pupil mention the second grade preparation and the development of high thinking skills representing the skills of product thinking , and what is included in mental abilities focus on the exploitation of the underlying energies , which focus on interaction between learners some of them are hand , and between the teacher on the other hand, so we make the learner product for the content and part of it ,not his conveyor. In light of this, a list of the most important product thinking skills and the most important skills that can be developed at pupils secondary preparation and preparation of product thinking skills test The research was applied to a sample of second-graduate at Mahmoud Shahab's preparatory school as a group experimental, where the sample reached 40 students , and the experimental search curriculum was used for two groups, and the search tool was applied test the product thinking skills research results have confirmed that the entrance has had an effectiveness in the development of thinking skills the product has the second graders. Key words: life problems approach-teaching social studies- productive thinking

APPLICATION OF SCHOOL LITERACY MOVEMENT PROGRAM (GLS) IN ELEMENTARY SCHOOL MATHEMATICS LEARNING

<em>The School Literacy Movement Programis a form of government concern for the low competency of Indonesian students in the fields of mathematics, science, and reading. The implementation of GLS in learning in elementary schools is carried out in four stages, preparation, implementation, monitoring, and evaluation stages. GLS at the preparation stage in mathematics learning, including the provision of integrated mathematics learning based on literacy, and at the implementation stage are structured literacy learning classes, and the organization of literacy-based mathematics materials. The application of GLS in learning mathematics in elementary school is very important to build students 'understanding, writing skills, and communication skills by increasing understanding of reading texts in all subjects and improving students' high thinking skills (Higher Order ThinkingSkill/HOTS).</em>

Development Problem Based Learning to Increase Skill Thinking High Levels

This development research aims at the realization of the development of teaching materials based on Problem Based Learning to know the practicality and effectiveness of PBL teaching materials to improve high thinking skills of fourth grade students of elementary school. The research method used is research development (Development and Development) by using research steps according to Borg and Gall. The population in this research is the fourth grader of elementary school in one cluster of Kalianda District and the sample of the research is 28 fourth graders of elementary school. Data collection techniques in this study were conducted by the documentation, observation, expert validation sheet, questionnaire needs analysis, and tests. The results showed that the teaching materials developed can improve the ability of high-level thinking and learning outcomes of learners who have been analyzed using N-Gain.

Content Analysis of Subject Matter According to Basic Thinking Skills, Environment and Psycho-affective

Learning situation witnesses a shift from focusing on supplying information about subject matters to developing as much relevant thinking skills as possible. Actually, subject matters and thinking skills are interrelated as the former is the context which stimulates the learners ’thinking. This paper aims at investigating basic thinking skills thought to be integrated to the content of the activity book “English for Iraq 3rd Primary”, by Etherton and MacBurine 2016. To this end, the researchers designed a taxonomy of basic thinking skills in light of which the content of that book was analyzed and they employed a mixed-method of analysis (qualitative-quantitative method). The results confrm the integration of both low and high thinking skills in various percentages and it is concluded that this variety is justifable as the immense integration of certain skills and the gradual introduction of others are expected to establish for an advanced level of thinking.

STUDENTS’ ABILITIES TO SOLVE MATHEMATICAL PROBLEMS ACCORDING TO ACCREDITATION LEVELS

Problem solving is important for mathematical learning because it enables students to enhance high thinking skills and positive attitudes. This research aimed at describing and comparing the abilities of junior high school students in grade VIII from one of the regencies/cities in Central Kalimantan (Indonesia) in solving mathematical problems based on schools’ accreditations (A, B, C, and unaccredited), and schools’ status (public and private). The researcher gave three mathematical problems to the students from 20 samples of schools. The schools were randomly selected from the population consisting of 62 junior high schools. Each student’s solution was scored using a holistic rubric. The scores were summarized using some statistics represented in tables and graphics and were analyzed using a Kruskal-Wallis nonparametric test because the data were not normally distributed. The finding indicated that the average scores of the public and private schools’ students were 4.71 and 3.49 (scale 0-12), respectively. Based on the percentages, namely 1.91% and 39.66%, the students were classified as good and naive problem solvers, respectively. Further test revealed that the students from the A-accredited public schools significantly achieved the highest score for problem solving skills. Meanwhile, the students in the A-accredited and the unaccredited private schools did not show a significant difference in the skills. Similar result was also found in the public schools which were accredited B and C, and unaccredited.

Keterkaitan antara Pola Keterampilan Berpikir dengan Penguasaan Konsep Siswa pada Pembelajaran Strategi Metakognisi Berbantuan Thinking Map

<p>The purpose of this research is to analyze relationship between thinking skill pattern and students’ conceptual acquisition on metacognitive strategy assisted by thinking map. This mixed method research (embedded experimental design) was conducted at junior high school students and used conceptual acquisition test (posttest) and observation paper. The observation paper was used to analyze students’ thinking skill pattern by using thinking map. The result of this research showed that students who had high thinking skill pattern reached<br />high conceptual acquisition score too. This physics conceptual acquisition score showed students’ cognitive process grade. Conclusion of this research is the relationship between thinking skill pattern and junior high school students’ physics conceptual acquisition is exist.</p>

Comparison of Metacognitive Orientation between Thai Urban and Rural Physics Classrooms

The concept of metacognition which refers to the knowledge of an individual's control and awareness of their learning processes can be used to build Thai students’ higher-thinking skills. This research aimed to describe the metacognitive orientation of the teaching and learning environment in Thai physics classrooms between urban and rural schools. It looks at situations that support the development of metacognition among the students in the classroom. The target group of the research is Grade 10 students in two urban and two rural schools in Khon Kaen Province. This research uses both quantitative and qualitative method. The MOLES-S instrument (Thomas, 2003) for evaluating students’ metacognition is used to show how the learning environment in the physics classroom is able to support students’ metacognition in the Thai context. This instrument is based on sociocultural view of learning which impact on the process of students’ thinking, for instance, the interaction of teachers, students, and the classroom environment have important impact on students’ thinking. The MOLES-S survey showed that the students in Thai Physics classrooms lack in metacognition. The implication of this is that students in both the urban and rural schools need to develop metacognition orientation in their physics classrooms to enhance their learning and achievement. DOI: 10.5901/mjss.2015.v6n3s1p193

일반교사들의 영재교육에 대한 인식변화와 전문성 신장

본 연구에서는 일반교사들을 대상으로 영재와 영재교육 관련 이론 강좌와 참관 및 실습 과정의 사전/ 중간/ 사후기록지를 작성하게 하여 영재의 특성, 교수학습, 그리고 영재교사에 대한 인식 변화를 알아보고, 각 과정의 효과성을 알아보았다. 사전 또는 중간기록지에서는 영재학생의 지적 특성은 상위사고력과 창의성을, 정의적 특성으로는 높은 동기나 흥미, 과제집착력 등 주로 기존 문헌이나 교재에 나타난 특성을 많이 언급하였지만, 사후기록지에서는 표현력 부족, 경쟁심, 좌절 등과 같이 실제 관찰했던 특성에 대한 언급이 증가한 것을 볼 수 있었다. 또한 교수학습에서도 사후기록지에 영재들에게 적절한 차별화된 교수학습의 필요성을 인식하고 다양한 교수학습에 대해 강조하는 것을 볼 수 있었으며, 영재교사에 대한 인식도 모든 요소가 사전기록에서보다는 사후기록에서 증가한 것으로 나타났다. 그리고 교사들의 직접 경험을 통하여 이론 강좌와 참관 및 실습의 효과성을 알아본 결과 교사가 될 때 전혀 듣지 못했던 내용으로 한 분야에 전문성을 기르게 되었으며, 이론 강좌와 참관 및 실습 과정이 각각 효과적이었고, 결국 두 과정은 상호보완적으로 그 역할을 하였음을 알 수 있었다. 영재선발에서 교사추천이 강화된 시점에서 본 연구는 일반교사들을 대상으로 영재와 영재교육 전문성 교육을 통한 인식변화를 알아봄으로써 교육현장에 시사점을 알 수 있었다. The purpose of this study is to examine the change in the beliefs of regular classroom teachers after participating in a gifted education lectures and practicum as well as the effectiveness of the lectures and practicum. Each teacher was asked to complete a pre-/ a mid-/ and post-journal, detailing their expected characteristics and then describing what occurred and how their initial expectations were altered. The teachers mentioned high thinking skills, creativity, fast problem solving skills, and a lack of communication skills as intellectual characteristics of gifted students and high motivation and task commitment as social characteristics. They mentioned the characteristics in textbooks on pre- and mid-journals, but presented their observations in post-journals such as lack of communication skills, competitive spirit, and frustrations. The study found that teachers broadened their view of giftedness, recognized the need to adapt instructions for gifted students, realized the necessity of knowing the students to differentiate instruction patterns, and emphasized teaching-learning strategies for the gifted. These results contribute to the promise of having regular classroom teachers engage in a field experience with gifted students to supplement discussions about gifted education lectures.