Low-level Thinking Research Articles

Analysis of higher order thinking skills and lower thinking skill items in summative evaluation of Akidah-Akhlak learning

This research explores the implementation of summative evaluation in Islamic Religious Education (Akidah Akhlak) subjects at SMP Muhammadiyah 4 Yogyakarta, with a focus on implementing Higher Order Thinking Skills (HOTS). Summative evaluation is considered very important in measuring the achievement of the Islamic Religious Education program. High-level critical and creative thinking skills (HOTS) are considered important in solving everyday problems, especially in the era of globalization. This research uses a qualitative descriptive method with document content analysis, especially the final semester assessment questions for Aqidah Akhlak class VII made by the Regional Leadership of Muhammadiyah (PWM) DIY. The findings show that of the 12 final semester assessment questions, 6 questions (15%) meet the HOTS criteria, while 28 questions (70%) fall into the low-level thinking ability (LOTS) category. In addition, 6 items (15%) did not have a correct answer among the available options. These findings underscore the need to increase the integration of HOTS in designing summative evaluation questions for Islamic Religious Education (PAI). This research aims to describe and collect information about the implementation of summative evaluations and assess the results at SMP Muhammadiyah 4 Yogyakarta. Effective summative evaluation is expected to make a significant contribution to improving the quality of Islamic education at the secondary level.

Development of hots-based cognitive assessment instruments: ADDIE model

Higher order thinking skills (HOTS) are an important element in facing the challenges of the 21 st-century. Difficulty in solving problems systematically, facing challenges in an organized manner, and being unable to design original solutions are due to the low HOTS that students have. HOTS ability can improve students who low-level thinking skills in several ways, for example, through learning integrated with media, practice, and assessment or HOTS-based cognitive assessment. The purpose of this study was to develop and implement a HOTS-based cognitive assessment to assess students' HOTS abilities. The device development model used is an adaptation of the analysis, design, development, implementation, and evaluation (ADDIE) model. The research sample consisted of 30 students in class 11 of the Governance and Office Automation Competency Program of Vocational High School 1 Kudus. The result is that 11 students have the HOTS ability with very good criteria, 17 well criteria, and 2 enough criteria. This study suggests that a test instrument for further research is to measure students' HOTS ability. The Experts conclude that HOTS-based cognitive assessment can be used as an approach to improve students' HOTS to actively think selectively and supported by logical argumentation.

Development of Mathematics Literacy Questions on Trigonometry

The 2022 Education Report reveals that high school-equivalent students scored 50.74% in numeracy literacy, below the minimum competency. Emphasizing mathematical literacy is crucial, yet such problems are scarce in classrooms. The research aims to develop mathematical literacy questions. The trigonometry material was chosen for the reason that this material should enable literacy activities related to material concepts. Following the ADDIE (Analysis, Design, Implementation, and Evaluation) model, the study employs expert validation and student responses as instruments, involving 20 students in small and large-scale test phases. It yields four trigonometry essay questions for high school. The research results show that the Mathematical Literacy test developed has quite valid categories in terms of content, construct and language. The questions are declared reliable. All types of questions are difficult. Discrimination index of questions, 1 question in the average category, and 3 questions in the low category. The developed questions are in the difficult category because at the mathematical literacy level, the abilities that are developed are not at the level of low-level thinking. This research supports efforts to increase student competency in mathematical literacy at the high school level.

Higher, Medium and Lower Order Thinking Skills in the Book al-‘Arabiyah Baina Yadaik

The ability to think in the cognitive domain is divided into three categories: low-, middle-, and high-level thinking skills. In learning Arabic, it is also required to be able to apply these three levels of thinking ability. Al-Arabiyah Baina Yadaik book is one of the books that is widely used in Indonesia in the process of learning Arabic, so this study seeks to reveal the three thinking skills in Al-Arabiah Baina Yadaik book, especially in book volume 1. The data collection method used is the documentation method, namely collecting and analyzing documents, both written documents, drawings, works, and electronics, with content analysis techniques as data analysis techniques. The results of this study indicate that the contents of the Book of Al-Arabiyah Baina Yadaik Volume 1 use more levels of low-level thinking skills, namely C1 and C2, while medium-level thinking skills only apply to 14 parts of tadribat. And at the level of higher-order thinking skills, there are only two parts to tadribat. This shows that the book Al-Arabiyah Baina Yadaik Volume 1 is very suitable for beginner students, especially for non-Arabic students.

STUDI FENOMENOLOGI PERILAKU PEMBERIAN MPASI DINI PADA BAYI USIA 0-5 BULAN DI WILAYAH KERJA PUSKESMAS JAGIR KECAMATAN WONOKROMO KOTA SURABAYA

Objective: Smart and healthy children can be realized by their growth and development during the Golden Age which is a critical period because children are at risk of experiencing disorders that can occur due to insufficient or excessive nutritional intake such as lack of exclusive breastfeeding. One of the causes of the lack of exclusive breastfeeding is due to the behavior of early complementary feeding which has a negative impact on infants such as being more susceptible to diarrhea, constipation, coughs, colds, and heat due to the baby's imperfect immune system. To determine the behavior of early complementary feeding in infants aged 0-5 months in the working area of Jagir Health Center, Wonokromo District, Surabaya City. Methods: Qualitative research with a phenomenological approach. The research was conducted at several posyandu in the working area of Jagir Community Health Center, Wonokromo Subdistrict, Surabaya City. The research subjects were mothers who had babies aged 0-5 months who were given early solids in the working area of the Jagir Health Center, Wonokromo Subdistrict, Surabaya City. The sampling technique used snowball sampling with the number of informants known after the research was completed, which amounted to 10 informants. Data analysis using Miles and Hubberman which goes through three stages, namely data reduction, data presentation and conclusion drawing. Results: All informants had low-level thinking skills because their knowledge of complementary feeding was limited to the know category. Informants' attitudes about complementary feeding affect early complementary feeding behavior because mothers who have a positive attitude towards early complementary feeding are likely to practice inappropriate complementary feeding for their babies. Informant’s actions in early complementary feeding were based on several reasons such as fussy children, perceived inadequacy of breast milk and work. Conclusion: The lower the level of knowledge, attitude and action about complementary feeding, the more inclined the informant's behavior will be to provide early complementary feeding

Penerapan Pendekatan Sosial pada Pembelajaran IPS Kelas Tinggi di SD Negeri 71 Banda Aceh

This research was carried out on the basis of skills that must be mastered by students which are still limited to low-level thinking skills. This is because the IPS learning process does not develop and improve problem solving. Therefore, researchers want to improve the quality of learning by applying the social inquiry learning model. This study aims to describe the activities of teachers and students in social studies learning using the social inquiry model. This research was conducted at SD Negeri 71 Banda Aceh. This research uses a qualitative approach with descriptive research type. The research subjects were teachers and students of grade IV and teachers and students of grade V SD Negeri 71 Banda Aceh. Data collection techniques through observation and interviews. Based on the results of the research shown from the results of observations of researchers and interviews with teachers and students, it shows that 1) The application of a social approach to high-grade social studies learning is maximal, that is, the teacher is able to apply the social inquiry model to social studies learning properly according to the stages of the model social inquiry. 2) Student response to learning shows good results, it can be seen that both grades IV and V find it easy to understand the lesson and actively participate in the learning process. The conclusion of this study is that the teacher has played a good role in applying the social approach through the social inquiry model, only there must be commitment and consistency through activities or in the social studies learning process using the social inquiry model so that students are able to easily understand social studies learning. Therefore, it is necessary for teachers and other educators to work together in maximizing learning models for students so that learning is easy to understand.

A comparative evaluation of quality and depth of learning by trainee doctors in regional, rural, and remote locations

BackgroundAn equitable supply and distribution of medical practitioners for all the population is an important issue, especially in Australia where 28% of the population live in rural and remote areas. Research identified that training in rural/remote locations is a predictor for the uptake of rural practice, but training must provide comparable learning and clinical experiences, irrespective of location. Evidence shows GPs in rural and remote areas are more likely to be engaged in complex care. However, the quality of GP registrar education has not been systematically evaluated. This timely study evaluates GP registrar learning and clinical training experiences in regional, rural, and remote locations in Australia using assessment items and independent evaluation.MethodsThe research team retrospectively analysed GP trainee formative clinical assessment reports compiled by experienced medical educators during real-time patient consultations. Written reports were assessed using Bloom’s taxonomy classified into low and high cognitive level thinking. Regional, rural, and remotely located trainees were compared using Pearson chi-squared test and Fisher’s exact test (for 2 × 2 comparisons) to calculate associations between categorical proportions of learning setting and ‘complexity’.Results1650 reports (57% regional, 15% rural and 29% remote) were analysed, revealing a statistically significant association between learner setting and complexity of clinical reasoning. Remote trainees were required to use a high level of clinical reasoning in managing a higher proportion of their patient visits. Remotely trained GPs managed significantly more cases with high clinical complexity and saw a higher proportion of chronic and complex cases and fewer simple cases.ConclusionsThis retrospective study showed GP trainees in all locations experienced comparable learning experiences and depth of training. However, learning in rural and remote locations had equal or more opportunities for seeing higher complexity patients and the necessity to apply greater levels of clinical reasoning to manage each case. This evidence supports learning in rural and remote locations is of a similar standard of learning as for regional trainees and in several areas required a superior level of thinking. Training needs to seriously consider utilising rural and remote clinical placements as exceptional locations for developing and honing medical expertise.

Mewujudkan Pembelajaran yang Inovatif di Madrasah melalui Pelatihan Portofolio Berbasis HOTS

Madrasah is an Islamic religious education unit under the auspices of the Ministry of Religion. In Kota Mataram, Provinsi NTB, there are two types of madrasas: public and private. Based on the interviews with PPKn teachers at the madrasah, there was anxiety about PPKn teachers carrying out learning. The reason is that students are less interested in participating in the learning, considering the implementation of education, which tends to be monotonous and based on low-level thinking skills (LOTS). PPKn teachers have realized this but have not made many innovations due to limited knowledge and experience in developing innovative learning. Based on this, the purpose of this community service is to realize innovative PPKn learning in madrasas through HOTS-based portfolio learning training. The method used is guided training and mentoring. The implementation stages of the method include preparation, training, and guided assistance. The results show that there has been an increase in participants' cognitive abilities regarding HOTS-based learning after attending the training. In addition, participants have been able to develop innovative PPKn learning designs, which include a HOTS-based portfolio approach.

ANALISIS SOAL KETERAMPILAN BERPIKIR TINGKAT TINGGI PADA SOAL EVALUASI PEMBELAJARAN PENDIDIKAN PANCASILA DI SEKOLAH DASAR

This study aims to describe questions about higher-order thinking skills in the evaluation of Civics lessons used by elementary school teachers. The subjects and objects in this study were class IV teachers and the learning evaluation used by class IV teachers. The research method used is qualitative research. The research instrument used was interviews and documentation. The results of this study indicate that the summative assessment in learning the scope of material one to four as well as the end of semester summative assessment contains questions that focus on low-level thinking skills. With the midterm assessment, there are 28% high-order thinking skills and 72% low-order thinking skills. It can be concluded that only a small part of the learning evaluation used by the teacher contains higher-order thinking skills

IMPLEMENTASI PEMBELAJARAN BERBASIS LOTS DAN HOTS PADA KELAS RENDAH DI SDN 49/IV KOTA JAMBI

This study aims to describe the implementation of LOTS and HOTS-based learning in the lower class at SDN 49/IV Jambi city. This research was conducted at SDN 49/IV Jambi City on 07 January to 07 February 2022. The research approach used was a qualitative approach with the type of case study research. The data in this study are in the form of a description of the implementation of LOTS and HOTS-based learning in low grades obtained through observations and interviews, which indicate that lower grade teachers have prepared LOTS and HOTS-based Learning Implementation Plans (RPP) with grade I, II, and III teachers. as the main data, interviews with lower grade teachers and school principals as well as documentation as supporting data. After collecting data, qualitative data analysis was then carried out. The results showed that the low grade teachers of SDN 49/IV Jambi City had implemented it in designing the LOTS and HOTS-based Learning Implementation Plans (RPP) with good categories. From the research results, the teacher has designed a Learning Implementation Plan (RPP) based on LOTS and HOTS. In LOTS and HOTS-based learning with categories C1, C2, C3 low-level thinking (LOTS) and categories C4, C5, and C6 high-order thinking (HOTS).

What Are Foresters Taught? An Analysis of Undergraduate Level Forestry Curricula in Türkiye

As the forestry profession evolved from extractive management to sustainable forest management, forestry education and curricula had to reflect these changes. While forestry education and curriculum have been extensively analyzed for different countries, no such analysis exists for Turkish forestry. This study analyzes the curriculum and course contents of all undergraduate-level forest engineering programs across Türkiye. The study employed content analysis to explore disparities among the schools. The courses are classified into disciplinary fields depending on their contents. Verbs used in learning outcomes were analyzed using Bloom’s taxonomy. Mandatory and elective requirements of forestry programs are quite similar, indicating little disparity among schools in different regions. Course categorization reveals that forestry education emphasizes biophysical and technical sciences. Learning outcomes focused heavily on the low-level thinking dimensions of Bloom. We conclude that the Turkish forestry curriculum needs a reformative change to equip students with skill sets to practice sustainable forest management.

Students’ mathematical literacy skills in solving higher-order thinking skills problems

Higher-order thinking (HOTS) problems are a learning assessment system applied to the curriculum in 2013 to improve students' higher-level thinking skills. However, teachers still familiarize students to solve problems with low-level thinking, which lower the Indonesian students’ mathematical literacy. This descriptive research with a qualitative approach aimed to explore junior high school students’ mathematical literacy skills in Kotapinang in solving HOTS problems applied to the curriculum 2013. Four students were selected as research subjects. Research instruments consisted of mathematical skills tests, literacy tests, and interviews. The researchers applied the triangulation techniques with Miles and Huberman’s model as the data analysis technique. The analysis showed that students’ mathematical literacy skills in Kotapinang were poor. The researchers recommend applying technology-based learning models, such as blended learning that is suitable for limited face-to-face learning to support the improvement of mathematics literacy skills of junior high school students in solving HOTS problems in the curriculum 2013.

Development of Baper Bolu as a Chemistry Learning Media Based On Adiwiyata

Higher Order Thinking Skills is one of the skills necessary in the 21st Century. So, learning media are required to improve students' higher-order thinking skills. Chemistry textbooks used as learning media should contain questions that will enhance students' thinking processes, especially higher-order thinking skills (HOTS). However, there are no criteria for assessing the questions in the textbook, especially for higher-order thinking questions. This study aims to determine the HOTS aspect using the Brookhart category on questions in the XII grade chemistry textbook. The research method used is the descriptive method of document analysis. The results showed that the average percentage of HOTS questions in the three class XII chemistry textbooks was 25.95%, covering aspects of analyzing 8.85%, creating 3.51%, reasoning and logic 8.35%, problem-solving 3.71%, and creative thinking 1.53%. Meanwhile, the aspects of evaluating and making decisions are not present in each analyzed chemistry textbook. Based on the research results, it can be seen that questions of low-level thinking skills still dominate the chemistry textbook for class XII.

Assessing Science Learning Outcomes using Assessment Instruments Based on Higher Order Thinking Skills

There were still many teachers who had difficulty making student learning assessment instruments. The orientation of the learning carried out was still at the level of low-level thinking (remembering, memorizing, and understanding) so that students had low knowledge. This study aimed to develop an instrument for assessing science learning outcomes on Theme 8 based on Higher Order Thinking Skills. This type of research was development research. The model used in this study was 4D which is divided into four stages, namely Define, Design, Develop, and Disseminate. The techniques used in collecting data were observation, interviews, document recording, rating scales, and tests. The instrument used in collecting data was a questionnaire. The results of the study will be analyzed for validity, reliability, discriminating power, and level of difficulty, quality of distractors, practitioner responses, and student responses. Instruments designed to collect data were tested first to find out the instrument's validity. The results of the research were the analysis of the content validity test and the items were in very high criteria. Based on the results of the reliability test, the instrument being tested had a very high consistency. In the analysis of the quality of the distractor, the instrument functions well. In the analysis of practitioners' responses and student responses, the category was very good. It can be concluded that the instrument that assesses the science learning outcomes of theme 8 based on Higher Order Thinking Skills was valid and feasible to be used as an assessment instrument for students.

Analysis of Higher Order Thinking Skills Questions in the Brookhart Category in High School Chemistry Textbook: Curriculum 2013

Chemistry textbooks used as learning media should contain questions that improve students' thinking processes, especially higher order thinking skills (HOTS). However, there are no criteria for assessing the questions in the textbook, especially for higher order thinking questions. This study aims to determine the HOTS aspect using the Brookhart category on questions contained in the XII grade chemistry textbook. The research method used is descriptive method of document analysis. The results showed that the average percentage of HOTS questions in the three class XII chemistry textbooks was 25.95%, covering aspects of analyzing 8.85%, creating 3.51%, reasoning and logic 8.35%, problem solving 3.71%, and creative thinking 1.53%. Meanwhile, the aspects of evaluating and making decisions are not present in each analyzed chemistry textbook. Based on the research results, it can be seen that the chemistry textbook for class XII is still dominated by questions of low-level thinking skills.

Quo Vadis Higher Order Thinking Skills (HOTS) pada Soal UM-PTKIN Materi Pendidikan Agama Islam

Input sumber daya manusia di perguruan tinggi dituntut untuk memiliki kemampuan berpikir tingkat tinggi (High Order Thinking Skills, HOTS) yang meliputi kemampuan menganalisis, mengevaluasi dan mengkreasi materi. Dengan demikian, keberadaan tes masuk perguruan tinggi menjadi salah satu intrumen penting dalam melakukan seleksi sumber daya manusia. Artikel ini bertujuan mengeksplorasi peta HOTS pada soal Ujian Masuk Perguruan Tinggi Keagamaan Islam Negeri (UM-PTKIN) materi Pendidikan Agama Islam (PAI) tahun 2018 dan perbandingan tingkat HOTS pada soal kelompok materi ujian PAI. Artikel ini juga didukung oleh hasil kajian kepustakaan. Hasil kajian menunjukkan bahwa item soal UM-PTKIN materi PAI berada pada kategori HOTS dan kemampuan berpikir tingkat rendah (Low Order Thinking Skill, LOTS). Materi Akidah Akhlak menjadi penyumbang terbanyak dan Al-Quran Hadith sebagai penyumbang paling sedikit pada soal kategori HOTS. Program Studi Pendidikan Agama Islam (PAI) adalah prodi yang sangat diminati sekaligus lulusannya sangat dinanti untuk dapat menyemai pemahaman keislaman untuk menjawab berbagai tantangan sosial, politik, dan keagamaan di Indonesia. Artikel ini memberikan rekomendasi bagi pemangku kebijakan UM-PTKIN untuk dapat meningkatkan jumlah komposisi soal HOTS dalam seleksi-seleksi selanjutnya agar dapat meningkatkan kualitas input mahasiswa PAI di periode-periode berikutnya.

Geometry learning in vocational high school: Investigating the students’ difficulties and levels of thinking

Student’s difficulties and low-level thinking in geometry topic is not a new problem in mathematics education. It is portrayed on student’s low achievement both on national and international tests. Van Hiele’s model has been used as a useful framework to justify student’s difficulties as well as their level of thinking in geometry. Therefore, the aim of this study to investigate student’s difficulties and level of thinking using Van Hiele’s theory. Participants in this study were 12th grades vocational high school students. This study is descriptive qualitative research with a phenomenology approach. Data has been collected through a test and interviews. Further, the obtained data were analyzed by looking for a specific theme, then, the researcher found the inter-theme relationship in order to gain a proper understanding of student’s difficulties in geometry and level of student’s geometrical thinking. Based on data analysis, there are some difficulties faced by the student such as, unable to properly identify the geometry shapes based on their formal definition, lack of visualization ability, failed to understand specific terms or symbols of geometry, insufficiency in providing proper reasoning related relationship within geometric shapes. Moreover, it can be concluded that most of the students are on Level 1 of geometry thinking.

Identifikasi Level Kognitif pada Soal Ujian Akhir Semester Gasal Kelas IV Sekolah Dasar

Developing measurement tools in the form of a question is a skill that must be mastered by educators and prospective educators. With the implementation of the 2013 curriculum, educators must not only be able to develop authentic assessments but questions that developed must also be able to encourage students to master lower-order thinking skills (LOTS) as well as higher-order thinking skills (HOTS). This study aims to determine the cognitive level of final semester exam questions at fourth-grade elementary school level on theme 3, theme 4, and theme 5. This study uses descriptive-analytical methods in which the researcher tries to describe the object (question item). The results obtained that most of the multiple-choice questions both in Theme 3, Theme 4, and Theme 5 at the elementary school level grade IV (four) at Gugus 2 Aik Dareq sub-district, Central Lombok are still at the cognitive level of low-level thinking ability (LOTS).

Development of Thinking Skills in Early Childhood

This research aims to obtain empirical data on the effect of reading method and thinking skills toward intelligence language of early childhood. Thus the researchers wanted to investigate the causal relationship between the reading method and thinking skills with the intelligence language of children by giving treatment to the experimental group and compared it with the control group. This study used a treatment design by level 2 x 2 be In the design, each of the independent variables are classified into two sides, includes action variable that is reading methods (A) are classified into the Big Book Methods (A1) and Syllables Method (A2). Whereas moderator variables that is thinking skills (B), are classified based on high and low level into high-level thinking skills (B1) and low-level thinking skills (B2). ANOVA calculation results showed that language skills of children who followed reading activities by using the Big Book method is higher than the language skills of children who attend reading activities by using Syllables method. Thus, there is the effect of the application of the Big Book method and Syllables methods toward language skills of children.

Enhancing the Social Problem Solving Skill by Implementing the Social Inquiry Learning Model in Primary School

The research was conducted on the basis of skills that must be mastered by students still limited to the low-level thinking. It was because the learning process conducted not to develop and to improve the skill of solving the problem. The purpose of this study was to describe the increase in the socialproblem-solving skills of students. The method of the research was class action research with instruments of the observation sheet, test and questionnaire sheet.There are 24 students of the 5th graders of elementary as the subjects of this research. The data analysis techniques were quantitative and qualitative descriptions. The conclusion of the research was that the social inquiry learning model could improve social problem-solving skills students. In the learning activity, the teacher was the facilitator by observing , guiding, and assesing the student's activities in solving the problem. The activities of the students in solving the students were defining the problems, finding the alternative in solving the problems, choosing the most appropriate way, predicting the solution and evaluating. After the lesson was over, the students were happy and giving positive response because they were involved directly in solving the problems.