Order Thinking Research Articles

VYGOTSKY’S PERSPECTIVE ON CONCEPT DEVELOPMENT IN THE CHILD AND THE ROLE OF INSTRUCTION IN IT

This theoretical paper maps down the process of concept development from Vygotsky’s theory of concept formation, the steps involved in the concept formation and the role of instruction in it. Vygotsky distinguished between lower order thinking and higher order thinking and he classified concepts into everyday concepts and scientific concepts. Scientific concepts are higher order cognitive processes as it is learnt by a child in a mediated process, in contrast to everyday concepts which are learnt through everyday experiences. Moreover, he gave the concept of the zone of proximal development and its role in the development of scientific concepts. This paper provides a detailed description of the process of concept development and the role of instruction in it. KEYWORDS: Concepts, everyday concepts, scientific concepts, zone of proximal development

Community Partnership Program for Elementary School Teachers in Sungai Kakap District to Developing Higher-Level Thinking Test Instruments

<span class="ShortAbstract"><em><span>Improving the quality of education is inseparable from the application of assessments that can accurately measure the final results of a learning process so that accurate, careful and objective assessment instruments are needed. Based on the results of an analysis of a number of findings based on the results of in-depth discussions with elementary school teachers in Kakap District, the problems that arose related to the making of learning outcomes test instruments that have been tested for reliability, include there are still many elementary school teachers in Kakap District, District Kubu Raya has not carried out the procedures for making learning achievement test instruments, especially appropriate higher order thinking tests, and there are still many teachers who do not know about the existence of software that can be used to analyze the reliability of learning achievement tests. This community partnership program activity aims to enable elementary school teachers in Kakap District to develop high-level thinking test instruments using available software so as to encourage teacher competency improvement in making reliable learning outcomes test instruments. The mechanism for implementing community partnership program activities for teachers in partner schools is carried out in 4 (four) stages, namely the planning, action, observation and evaluation, and reflection stages. The training participants consisted of 30 elementary school teachers in Kakap District. The results showed that there was an increase in the cognitive level in making the HOTs question instrument before and after the PKM.</span></em></span>

Teaching with Technology: Putting the 'enhanced' into Technology Enhanced Language Learning (and Teaching).

The use of technology in language teaching and learning has been rising in popularity with rapid developments in technology as well as increased need due to the recent coronavirus pandemic. Moreover, the sheer number of technologies available and the choices with how to implement them can be quite daunting for teachers, particularly those who are new to teaching, or have limited experience with technology. Within the field of Technology Enhanced Language Learning (TELL), it is essential to establish the meaning of ‘enhanced’ and understand how digital practices can be effectively implemented to indeed ‘enhance’ pedagogical practices and contribute to student learning. 
 In this article, specific technologies implemented in a Master of TESOL university course are presented and evaluated using the TPACK framework (Mishra & Koehler, 2006). Padlet, Video recordings, chat forums and shared documents were effectively implemented to ‘enhance’ the learning through the potential increase in motivation, increased opportunities for participation and through applying language skills to higher order thinking tasks. Additional activity ideas for TELL in TESOL contexts are presented along with considerations for classroom teachers. The evaluation and discussion of these technologies highlight the benefits of TELL and the importance of purposefully choosing technologies based on pedagogical goals.

Exploring dialogic education used to teach historical thinking within the cultural context of East Asia: A multiple-case study in Taiwanese classrooms

Empirical evidence suggests that dialogic education is an effective way to develop students' higher order thinking and reasoning skills. In history education, curriculum goals share these aims, especially in Taiwan's latest national curriculum reform. It is then important to explore whether and how dialogue is being used to this end in history classes and the form that dialogic education takes in this East Asian cultural context. This study explored the features of Taiwanese teachers' talk and how it was used to teach historical thinking. Video recordings were made of a total of 6 lessons by three high school teachers. Descriptive statistics of word frequency of teachers' discourse using Nvivo (v.12) in complement with fine-grained qualitative analysis of whole class dialogue from a sociocultural perspective shed light on the various discursive strategies that the teachers used to facilitate students' historical reasoning. Findings suggest that some prominent features in Taiwanese teachers' talk include the hybrid use of monologue and dialogue and the hybrid of short-term and long-term dialogue for teaching historical thinking and reasoning. This study contributes significantly to the theoretical discussion of dialogic education for history classes in the East Asian cultural context. Moreover, it has practical implications for how teachers could use this hybrid form of talk to introduce the elements of historical thinking to students. Limitations of the study are also discussed at the end of the article.

РАЗВИТИЕ НА УМЕНИЯТА ЗА АНАЛИТИЧНО МИСЛЕНЕ ВЪВ ВИСШЕТО ОБРАЗОВАНИЕ

Analytical thinking is а necessary skill all students need to develop in order to do some research tasks in their university studies, but also the building of such thinking is a major task of university education. The effectiveness of modern higher education is associated with the acquisition of higher order thinking skills such as critical and analytical thinking. This report examines various aspects of analytical thinking, closely related to creative and critical thinking, also to solving problems. Some tools, methods and approaches that contribute to the building and improvement of analytical thinking in university education are presented as research based education, problem based education, game based education, etc.

Kurangnya Keterampilan Berpikir Kritis Pada Pelajaran IPS di SD Negeri 10 Sapuli Kota Makassar

This Research problem is high order thinking of students still low. Teaching is oriented by the teacher and the teacher is giving less motivation to the student. The Teacher seldom gives the question to student about high order thinking and the students look for the answer. This research aims to describe the implementation and the increasing of student high order thinking in studying social science by using model learning base problem. This research method is action research in class. This method adapt the model from Taggart and Kemmis conducted with two cycles in the class at SD Neg Makassar. The research subject is five class. There are 32 students. This action research conducted in implementation of learning base problem model that it were five stages as: the student instruction in orientation the problems, in organizing student to learn, in helping student, in developing and in presenting, in analyzing and evaluating the problem solving. The indicator of high order thinking which is measured in this research identify the problem, collect the information, look for, solve the problem, and using the good instruction through the good language. Using the good reason to conclude. This result research showed that the high order thinking of student from first cycle is 59% to second cycle 88%. This research conclusion is the implementation of model learning base problem can increase the skill of high order thinking to student in five class to the social science at elementary school.

KEMAMPUAN HIGHER ORDER THINKING SKILL (HOTS) DALAM PEMBELAJARAN BERDIFERENSIASI SD 19 PALEMBANG

This study aims to describe the ability of higher order thinking skills in differentiated learning at SD Negeri 19 Palembang. Method research used is descriptive quantitative research method with pre-experimental form and one-group pretest-posttest design. The population in this study amounted to 54 students consisting of class IV A who totaling 25 students, IV B totaling 29 students. In this research using 1 class for sampling using purposive sampling, namely class IV A. Data collection techniques used were tests, questionnaire and documentation. The data analysis technique used is the n - gain test. The results of the pretest and posttest n-gain ability higher order thinking skills is 0.55 medium category. HOTS ability in differentiated learning applied is as expected, meaning that the average student can parse information in HOTS questions and determine the initial steps to find correct answer.
 Keywords: Ability, Higher Order Thinking Skill, Learning Differentiate

Development of a Test Instrument for Students' Mathematics Learning Outcomes Oriented to Hots

Higher order thinking skills (HOTS) are high-level thinking abilities that involve more complex thinking processes in analyzing arguments, identifying, evaluating and developing critical, creative and analytical thinking skills. The development of test instruments for student learning outcomes can be seen from the level of difficulty of the questions as well as the validity and reliability of the test. A lesson is said to be successful if students master a concept, because the concept that has been understood will stick in the students' memory for a long period of time. Given the importance of mathematics, students are expected to discover and understand mathematical concepts. In mastering mathematical concepts, students must have high-level thinking skills. One way to find out whether students already have these skills is by conducting an assessment. Many studies show that students in Indonesia have low HOTS abilities compared to other countries.

IMPLEMENTASI MODEL PROJECT BASED LEARNING (PjBL) PADA MATA KULIAH PERENCANAAN PEMBELAJARAN DALAM MERANCANG MODUL AJAR BERBASIS HIGHER ORDER THINKING SKILL (HOTS)

AbstractThis study aims to guide students in designing teaching modules that support the achievement of higher order thinking skills (HOTS). The methode that used is Classroom Action Research (CAR). The research subjects are the students at 4th semester of primary school teacher education major at STKIP Pangeran Dharma Kusuma Segeran Juntinyuat Indramayu that consists of 35 students that determined by using purposive sampling method. The data collection techniques used were observation and documentation. Then the data were analyzed qualitatively. The results showed that students could carry out learning activities using the Project Based Learning (PjBL) model. 25 out of 35 research subjects succeeded in designing teaching modules based on Higher Order Thinking Skill (HOTS). 7 students develop modules with a scientific thinking skills orientation. 5 students succeeded in developing teaching modules with critical thinking skills orientation. 5 students succeeded in developing teaching modules oriented towards problem solving skills and 8 students succeeded in developing teaching modules oriented towards critical thinking skills. The implementation of the Project Based Learning (PjBL) model provides experiences in meaningful learning for students. In addition to gain theoretical insights, students also gain experience in developing a project of a HOTS-based teaching module. In the future students can develop their abilities in developing teaching modules in research/thesis as a final project.Â

The Effects of Online Peeragogy on University Students’ Critical Thinking

The globalization of the economy, the blending of various cultures, changes in the social environment, and the requirement for democratic progress as mankind enters the digital age have enhanced the importance of critical thinking and made it an important educational goal. Chinese higher education also need to create a model of training that goes beyond basic knowledge and develops critical thinking in order to produce high-level talent capable of participating in international affairs and national strategies. Thus this study design the research answering the three questions: first, what is the university fresh students current critical thinking ability? Second, can online peeraogy promote students’ critical thinking ability? Third, what factors in online peeragogy influence students’ learning ? The study finds efficient online peeragogy activities need focus on the following three aspects to execute: technology, teaching, and learners’ aspect. What’s more, the key feature for linking the above three aspects is communication: between students, between students and teachers, between students and materials, between students and online apps.

Development of higher order thinking skill test instrument in packaged foods topic to enhance critical thinking ability of junior high school students

Schools have not fully implemented learning activities designed to improve students' critical thinking skills. The HOTS test instrument can teach students to think critically. This research aims to analyze the level of validation of the HOTS test instrument on the theme of packaged food to foster the critical thinking skills of junior high school students. This study uses the Borg & Gall development model as a research and development (R&D) method. The R&D stages include potential and problem analysis, data collection, product design, validation, and revision. This research results from the HOTS test instrument, which consists of 30 open essay questions. The validation results show that, based on material experts, 82.8% are included in the valid category, 92.3% are included in the very valid category based on evaluation experts, and 87.82% are included in the very valid category based on expert practitioners. The HOTS test instrument on packaged food to foster critical thinking skills of junior high school students is very valid (87.64%) overall.

Diagnostic Abilities of Novice Teachers

This paper discusses diagnostic abilities of novice teachers of English as a foreign language in Poland as demonstrated through analyzing critical incidents (CIs). A case study, designed to explore patterns and regularities in cognitive processes that practitioners activate to examine disorienting situations in their educational context, provided evidence of effective mental work of beginner teachers at the verbal and conceptual levels. Specifically-structured written reports on what the instructors considered critical moments in their teaching practice served as a tool to verbalize how they represent, interpret, and value phenomena in the FL classroom by activating and integrating various sources of professional knowledge. The data analysis, which included both identification of the character of mental representations the subjects stimulated during the recall as well as higher order thinking operations on these representations, led to the conclusion that the inexperienced teachers show a degree of efficacy to register relations and variation in classroom realities, to problematize the unproblematic, to take position on matters, and to formulate relevant feedback for their future didactic moves. This encourages a hypothesis that teachers’ diagnostic abilities are not necessarily determined by the current state of their professional expertise and that limited classroom experience does not suppress adequate cognitive and affective responses to problems in beginner practitioners.

Analisis Kemampuan Pemecahan Masalah Matematika Dalam Menyelesaikan Soal Cerita Berdasarkan Prosedur Polya

Problem solving skills are important for students to overcome various problems related to learning and community life. This involves students actively exploring, observing, trying, and investigating using the knowledge and abilities they have. Problem solving is the main focus of developing students' higher order thinking skills in mathematics. This research was conducted by means of observation, interviews, and post-test methods on the 4th grade students of SD Negeri 7 Gondosari. In the results of the discussion, there are 10 data from 31 students which can describe a good level of problem solving. Some students experienced difficulties in implementing the problem and re-examining the results of the solution. Therefore, it is important for students to continue to hone their problem solving abilities using the Polya procedure and to re-check the correctness of the solutions that have been done.

Muhammad Abduh's Islamic Educational Thoughts And Its Relevance To Education In The Contemporary Era

Muhammad Abduh was one of the leaders of the modernization of Islamic education. Muhammad Abduh's anxiety about the stagnation of Muslims made him excited and moved to modernize the Islamic education system to bring back the glory of Muslims. One of the things done by Muhammad Abduh was through reforming the Islamic education system and modernizing which was considered the most ideal step and effort in reforming the condition of Muslims at that time. This research attempts to unravel some of Muhammad Abduh's real thoughts and efforts in efforts to modernize and reform the Islamic education system and its relevance to contemporary-era education. By using the type of library research or literature. Muhammad Abduh's thoughts are very relevant to the world of contemporary education, i.e.: 1. Integration of general and religious knowledge in Islamic education, 2. Islamic education must cover all aspects which include cognitive, affective, and psychomotor, 3. Islamic education must activate students and emphasize students to have higher order thinking skills,4. Islamic education must pay attention to the psychological aspects of students Keywords: Muhammad Abduh, Islamic education, contemporary education.

Telaah dimensi proses kognitif pada soal pengayaan buku teks bahasa Korea untuk penutur asing

This study aims to assess the application of cognitive processing dimensions to the enrichment questions in the Korean book entitled 아하 한국어 2/Aha Hanguko 2 which contains 141 questions in 12 chapters. The cognitive process dimension is divided into six levels with two categories, namely lower order thinking skills and higher order thinking skills. The method used in this research is qualitative by using textual analysis. The results of the research in the book are that the enrichment questions do not yet contain all levels of cognitive process dimensions because there are no questions at the C5 - Evaluation level. However, there are still questions with other higher order thinking skills categories, namely levels C4 - Analysis and C6 - Creating. The enrichment questions are still dominated by the level C2 - Understanding which is a category of lower order thinking skills. Based on the results of the research, it can be seen that the book does not contain enrichment questions with the level of dimensions of cognitive processes that are included in the category of higher order thinking skills optimally. This can have an impact on the lack of sharpening of students' critical thinking skills.

E-learning and higher order thinking: Impact of STEM-based approach

Please Many studies have described meta-analysis on the overall effect of e-learning influence in learning. However, there has been no meta-analysis of the overall effect of STEM-based e-learning on Higher Order Thinking Skills (HOTS). The purpose of this study investigates the effect of STEM-based e-learning on students' critical thinking skills in Indonesia. This type of research is a Systematic Literature Review (SL) and meta-analysis. Data sources came from 12 national and international journals published in 2018-2023. The process of searching for data sources through Google Scholar, ScienceDirect, Wiley, Eric, and Springer. Data analysis used the Hedge formula to calculate effect size with the help of the JSAP application. The findings show that the effect size value (ES = 0.84) is very high. This explains that STEM-based e-learning provides a very high positive impact and is effective in improving students' Higher Order Thinking Skills (HOTS). Furthermore, HOTS characteristics do not cause heterogeneity in the results of STEM-based e-learning research on students' Higher Order Thinking Skills. The findings suggest that educators should choose STEM-based e-learning as one of the learning models to improve students' Higher Order Thinking skills in Indonesia

Honorary Aryans? Japanese German Mischlinge and the Negotiation of Identity in Nazi Germany

Race is the black box at the centre of the German–Japanese alliance during the Second World War. Early Nazi racial legislation provoked speculation regarding its potential impact on Japanese German Mischlinge (individuals of mixed race), and the regime's reluctance to define its position helped to spread the rumour that they had been recognised as ‘honorary Aryans’. Although this was never more than a rumour, the ambiguous racialisation of the Japanese historically seemingly legitimised demands by Japanese Germans that the regime should recognise their rights as members of the Nazi Volksgemeinschaft (national community). This article traces how the Japanese Germans were able to negotiate concessions enabling them to function as a protected minority, albeit in contingent and arbitrarily defined ways. In effect, the Japanese Germans were able to exploit the ambiguities of Nazi racial thinking in order to carve out a place for themselves within the margins of the racial state.

Unpacking Preservice Elementary Education Majors’ Pre-Covid Experiences with Instructional Technology: Implications for Post-Covid Technology Use

Virtual learning during the Covid-19 pandemic has made the effective use of technology, as a learning tool, more important than it has ever been. One of the challenges within instructional technology courses for preservice elementary education majors was whether or not to train students to use technology as a means to an end or to focus on technology skills. Instructional technology courses could reinforce traditional approaches or encourage higher order thinking or acquisition of twenty first century skills for formal or informal settings. This study explored the pre-Covid inclinations and experiences of undergraduate preservice teachers who engaged in various types of technology that facilitated both the learning of content and the building of technological skills to varying degrees. This basic qualitative exploratory study looked at preservice teachers’ perceptions about their engagement with the technologies and about their own capabilities. The findings show connections that were most salient to the preservice teachers. These pre-Covid pandemic findings have implications for the current state of instructional technology and learning using technology in the post-Covid pandemic era.

Development Of Hots-Based Assessment in the Curriculum to Increase Critical Thinking Skills of Elementary School Students

HOTS is an important aspect of learning. Higher order thinking skills are the process of analyzing, reflecting, giving arguments (reasons), applying concepts to different situations, and creating. Given the importance of the HOTS position in learning, teachers need to have knowledge and competencies that can help in developing the higher-order thinking skills of their students. This study aims to develop a qualified HOTS-based assessment instrument so that elementary school teachers can use it to develop students' thinking skills. This research is a research and development with the stages of the ADDIE model: (1) Analyze, (2) Design, (3) Develop, (4) Implement, and (5) Evaluate. The results of this study show that the HOTS-based assessment instrument developed for fifth grader is valid, practical, and reliable so that it is suitable for use in training fifth grader to do HOTS-based questions. The validation results of material experts and linguists show that the HOTS-based assessment instrument developed is valid.

Stabilizing Skills of Elementary School Teachers to Educate Students about Basic Literacy Within the Framework of an Independent Curriculum

Teacher skills are an absolute must to oversee the implementation of an independent curriculum in schools. Teacher skills are important to continue understanding basic literacy concepts. Basic literacy skills are the foundation of all student learning, including those for science, technology, mathematics, character education, and higher order thinking skills. This strengthening carried out directly provides assistance to teachers in schools in educating students about basic literacy. Literacy is a very important thing for students to master, especially in the 21st century. Thus, this stabilization effort provides significant results for teachers and students in implementing an independent curriculum, especially at the elementary school level.