Abstract:Flooding that occurred recently has become a very detrimental disaster for the victims. This flood disaster is still a concern for people in Indonesia. Flood mitigation needs to be done to all levels of society, especially vocational school students. Vocational school students must be responsive in any situation because, after graduation, they are ready to work. Disaster mitigation is essential to be included in learning at school. Disaster mitigation is also related to the Higher-Order Thinking Skills (HOTS) … Show more
“…Modul ini tidak hanya memasukkan buku paket sebagai sumber belajar, tetapi juga mencakup penggunaan media, alat, bahan, dan sumber belajar lain yang telah disesuaikan dengan langkah-langkah pembelajaran. Seorang guru Pendidikan Agama Islam memiliki peran yang sangat dibutuhkan sebagai alat dan fasilitas dalam pengembangan Higher Order Thinking Skills, khususnya pada masa modern abad ke-21 ini yang sudah berbasis digital (Novyanti et al, 2021). Selain itu, guru menerapkan pembelajaran sesuai dengan modul ajar dengan menunjukkan kesesuaian melalui implementasi kebiasaan persiapan.…”
Section: Pelaksanaan Model Pembelajaran Higher Order Thinking Skills ...unclassified
Islamic Religious Education currently requires a more interesting and innovative learning approach because competency in Islamic Religious Education subjects is currently still limited to low-level thinking skills, while in the 21st century, students are expected to be able to develop high-level thinking skills. This research aims to develop neuroscience-based Higher Order Thinking Skills in Islamic religious education, including: 1) Understanding how the HOTS learning model in neuroscience-based PAI subjects is implemented in class XII SMAS Asshiddiqiyah. 2) Identify factors that support the implementation of the HOTS learning model in neuroscience-based PAI subjects for class XII SMAS Asshiddiqiyah students. 3) Identifying the obstacles that arise during the implementation of the HOTS learning model in neuroscience-based PAI subjects in class XII SMAS Asshiddiqiyah. 4) Evaluate the effectiveness of the HOTS learning model in neuroscience-based PAI subjects in class XII SMAS Asshiddiqiyah. The approach used in this research is to use a qualitative descriptive approach. The subjects in this research included Islamic Religious Education subject teachers and class XII students at SMAS Asshiddiqiyah. Data collection techniques used in this research include interviews, observation and documentation. The results of this research show that Neuroscience-based Higher Order Thinking Skills in Islamic Religious Education can be developed by utilizing cognitive abilities, such as analysis, evaluation and creativity, which are applied in education. This research contributes to the development of Islamic ideas and concepts in Islamic Religious Education at the high school level.
“…Modul ini tidak hanya memasukkan buku paket sebagai sumber belajar, tetapi juga mencakup penggunaan media, alat, bahan, dan sumber belajar lain yang telah disesuaikan dengan langkah-langkah pembelajaran. Seorang guru Pendidikan Agama Islam memiliki peran yang sangat dibutuhkan sebagai alat dan fasilitas dalam pengembangan Higher Order Thinking Skills, khususnya pada masa modern abad ke-21 ini yang sudah berbasis digital (Novyanti et al, 2021). Selain itu, guru menerapkan pembelajaran sesuai dengan modul ajar dengan menunjukkan kesesuaian melalui implementasi kebiasaan persiapan.…”
Section: Pelaksanaan Model Pembelajaran Higher Order Thinking Skills ...unclassified
Islamic Religious Education currently requires a more interesting and innovative learning approach because competency in Islamic Religious Education subjects is currently still limited to low-level thinking skills, while in the 21st century, students are expected to be able to develop high-level thinking skills. This research aims to develop neuroscience-based Higher Order Thinking Skills in Islamic religious education, including: 1) Understanding how the HOTS learning model in neuroscience-based PAI subjects is implemented in class XII SMAS Asshiddiqiyah. 2) Identify factors that support the implementation of the HOTS learning model in neuroscience-based PAI subjects for class XII SMAS Asshiddiqiyah students. 3) Identifying the obstacles that arise during the implementation of the HOTS learning model in neuroscience-based PAI subjects in class XII SMAS Asshiddiqiyah. 4) Evaluate the effectiveness of the HOTS learning model in neuroscience-based PAI subjects in class XII SMAS Asshiddiqiyah. The approach used in this research is to use a qualitative descriptive approach. The subjects in this research included Islamic Religious Education subject teachers and class XII students at SMAS Asshiddiqiyah. Data collection techniques used in this research include interviews, observation and documentation. The results of this research show that Neuroscience-based Higher Order Thinking Skills in Islamic Religious Education can be developed by utilizing cognitive abilities, such as analysis, evaluation and creativity, which are applied in education. This research contributes to the development of Islamic ideas and concepts in Islamic Religious Education at the high school level.
“…In facing rapid and unpredictable changes in the future, vocational high school (VHS) students, as the millennial generation, need to develop higher-order thinking skills (HOTS) in order to create innovative and creative works (Novyanti et al, 2021). VHS's success in providing and supporting its students with HOTS will determine the school's status as a quality educational institution.…”
Renewal efforts in learning basic electricity and electronics in vocational high schools need to be carried out in order to find the right formula in learning as a new tool to improve students' higher-order thinking skills (HOTS). HOTS are in three dimensions of knowledge, namely conceptual, procedural, and metacognition, which intersect with cognitive levels C4 (analyse), C5 (evaluate), and C6 (create). This research is a quasi-experimental, nonequivalent control group design by applying Matlab application-based learning in the experimental class and comparing it with direct learning in the control class to see differences in students' higher-order thinking skills. In addition, it also looks at the interaction effect between the type of learning applied and the moderator variable, namely the thinking style of students (internal and external), on students' HOTS in three dimensions of knowledge (conceptual, procedural, and metacognition). The participants, or experimental subjects, in this study were class X students with audio-video engineering expertise (TAV). Class X TAV 1 was selected as the experimental class with 34 students, while class X TAV 2 became the control group with 32 students. The results obtained showed the effect of matrix-based learning better than direct learning on students' HOTS in the dimensions of conceptual knowledge, procedural knowledge, and metacognition, and there was no interaction between the type of learning applied and the students' thinking style. Matlab-based learning and thinking styles had a strong influence separately on students' HOTS in the three knowledge dimensions.
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