The concept of Higher-Order Thinking Skills (HOTS) is one of the highlighted aspects in producing human capital of high quality. However, the level of HOTS among students in Malaysia is still at a lower stage. Among the causes of this problem is the learning strategy used in classroom, which is less effective in creating and enhancing HOTS optimally. Therefore, the main focus in this study was to investigate the potential role of an inductive reasoning strategy using Geogebra in increasing the students’ level of HOTS. Besides, it also aimed to identify the relationship between HOTS and students’ inductive reasoning for the topic of Graphs of Functions II. The design of study was quasi-experimental which involved 94 form-four students from a secondary school in Johor. The sample of this study was divided into three groups: (1) Treatment Group 1 (inductive reasoning strategy using Geogebra); Treatment Group 2 (inductive reasoning strategy); and (3) a control group (conventional). The instrument of the study comprised a set of HOTS questions and a worksheet based on an inductive reasoning strategy using Geogebra. Using the Multivariate Analysis of Variance (MANOVA), it was found that the overall HOTS level of the students, which included applying, analysing, evaluating and creating skills, could be enhanced through this strategy. The findings also show that there was a positive relationship between HOTS and inductive reasoning. In conclusion, an inductive reasoning strategy can provide positive impacts on students’ HOTS in the topic of Graphs of Functions II
The report is a part of developing integrative learning model (MPI) on the biology of animal development. The research objective was to determine the needs analysis of developing MPI on the biology of animal development at STAIN Batusangkar. The research use Plomp model. The data obtained will be analyzed by data reduction, data presentation and drawing conclusions. The result showed that philosophy of STAIN Batusangkar is an integration. Analysis of the characteristics of students showed that students of STAIN Batusangkar has a heterogeneous background of the aspects of capability. These results are based on the findings of the Academic Performance Index, schools and majors while undergoing studies in high school, the course precondition and the results of multiple intelegencie test. Developmental of biology material is characterized by the facts, concepts, principles and theories. In conclusion, the research is a part of activity that supports of developing MPI on the biology of animal development at STAIN Batusangkar.
Kemampuan berpikir kreatif siswa kelas IV SD Gugus II Kecamatan Lubuk Basung masih rendah. Hal ini terjadi karena siswa belum terbiasa menyelesaikan permasalahan dengan cara mereka sendiri. Mereka terfokus terhadap penyelesaian yang diberikan oleh guru sehingga siswa sulit untuk mengembangkan ide-ide kreatif dalam menyelesaikan masalah dengan banyak cara. Salah satu upaya yang dapat dilakukan untuk mengatasi permasalahan tersebut adalah dengan pendekatan open ended. Jenis penelitian ini adalah quasi experiment. Populasi pada penelitian ini adalah siswa kelas IV SD gugus II Kecamatan Lubuk Basung Tahun Pelajaran 2019/2020. Sampel penelitian ini yaitu siswa kelas IV di SDN 38 Lubuk Sao sebagai kelas eksperimen dan siswa Kelas IV.a di SDN 63 Surabayo sebagai kelas kontrol. Berdasarkan hasil analisis data dan pembahasan diperoleh beberapa kesimpulan, yaitu: kemampuan berpikir kreatif siswa yang diajar dengan pendekatan open ended lebih baik daripada siswa yang diajar dengan pembelajaran konvensional. Kemampuan berpikir kreatif siswa yang bergaya belajar auditorial, visual dan kinestetik yang diajar dengan pendekatan open ended lebih baik dari siswa yang bergaya belajar auditorial, visual dan kinestetik yang diajar dengan pembelajaran konvensional. Tidak terdapat perbedaan kemampuan berpikir kreatif antara gaya belajar auditorial, visual dan kinestetik. Dan tidak terdapat interaksi antara pendekatan pembelajaran dan gaya belajar dalam mempengaruhi kemampuan berpikir kreatif siswa
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