Analisis Muatan Hots dan Kecakapan Abad 21 pada Buku Siswa Kelas V Tema Ekosistem di Sekolah Dasar

Abduh, Muhammad; Istiqomah, Afifah

doi:10.31004/basicedu.v5i4.1124

Cited by 7 publications

(8 citation statements)

References 9 publications

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“…Keterampilan abad 21 dibagi menjadi empat keterampilan, yang pertama adalah pengembangan keterampilan pribadi (kreativitas, berpikir kritis, argumentasi dan pengambilan keputusan), yang kedua adalah pengembangan keterampilan sosial (komunikasi, kolaborasi, kepemimpinan, dan kepekaan), ketiga adalah informasi dan pendidikan (kolaborasi dalam pembelajaran) dan keempat digital dan literasi (Chalkiadaki, 2018). Setiap individu harus memiliki kreativitas sepanjang hidupnya karena kreativitas akan mendorong dan mengembangkan kegiatan atau usaha yang dilakukannya (Abduh & Istiqomah, 2021). Hal ini juga sejalan dengan pendapat (Muhammad Yusuf Fadhlulloh, 2021) yang menyatakan bahwa pada abad 21 setiap individu dituntut untuk memiliki kreativitas, karena dengan kreativitas individu akan lebih mudah untuk mengembangkan ide-ide yang dimilikinya.…”

Section: Pendahuluanunclassified

“…Kemampuan memecahkan masalah merupakan bagian yang tidak terpisahkan dari keterampilan berpikir tingkat tinggi (HOTS). Hal ini juga sejalan dengan pendapat (Abduh & Istiqomah, 2021) yang menyatakan bahwa pemecahan masalah adalah proses menutup kesenjangan antara apa yang bisa dan apa yang diinginkan. Ini adalah tindakan menjawab pertanyaan, menerangkan ketidakpastian atau menjelaskan sesuatu yang tidak dipahami sebelumnya.…”

Section: Aspek Hots Sebagai Keterampilan Problem Solving Pada Materi ...unclassified

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Muatan HOTS pada Pembelajaran Tematik Materi IPA Kelas 5 Sekolah Dasar

Qiftiyah¹

2023

Scholaria

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This study aims to describe the content of higher order thinking skills in the fifth-grade science material on the theme of animal and human movement organs in terms of HOTS aspects. This type of research is a descriptive type of content analysis. The main source of this research is thematic books for grade V. The data were analyzed descriptively qualitatively and quantitatively. Analysis of the data of this research through three stages, namely data condensation, data display, and drawing conclusions or verification. The data collection technique in this study was reading and recording HOTS content in terms of its aspects. The results of this study found that the science material presents higher-order thinking skills at the C4-C6 level which refers to Bloom's revised taxonomy. Student thematic books also provide material to foster critical/creative thinking skills and reasoning abilities. HOTS aspects as critical and creative thinking dominate each sub-theme, while HOTS aspects as problem solving as well as the transfer of knowledge still need to be synchronized again.

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Section: Pendahuluanunclassified

Section: Aspek Hots Sebagai Keterampilan Problem Solving Pada Materi ...unclassified

Muatan HOTS pada Pembelajaran Tematik Materi IPA Kelas 5 Sekolah Dasar

Qiftiyah¹

2023

Scholaria

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“…Choosing contextual problems, the teacher chooses a stimulus related to events or information that motivates students to be interested in reading literacy questions related to metacognitive knowledge (Abduh & Istiqomah, 2021, p. 2073.…”

Section: Strategy For Preparing Hots Questionsmentioning

confidence: 99%

Preparation Assistance of Hots-Based Thematic Questions for Students of Primary School Teacher Education (Pgsd) Programme

Sumarah

Kencana²

2022

IJIET

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Based on the results of the mid-semester exams of Primary School Teacher Education (PGSD) students class of 2019 (class 6B and 6C) of Sanata Dharma University, researcher get data if they still have difficulty in making HOTS-based thematic questions. Therefore, the researcher collaborated with 4th grade teacher of Santa Angela Elementary School Bandung (graduated from S2 Biology Education, Universitas Pendidikan Indonesia) to provide online assistance to students through high-end integrated learning courses (which is mastered by researcher). This research is a narrative research to describe (1) the strategy of preparing HOTS-based thematic questions in 4th grade Elementary Schools, (2) infographic analysis of HOTS-based thematic questions compiled by students, (3) the results of the trial of the infographic of these questions to 4th grade students of Santa Angela Elementary School Bandung.

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“…The purpose of education is to teach students how to collect valid evidence to prove a point, how to do something useful and produce a product, how to inspire others and benefit themselves, and how to live with others with mutual respect, courtesy, and observance of the rules. If the concepts of communication, collaboration, critical thinking, problem-solving, creativity and innovation, and digital literacy can be implemented in the classroom, Indonesian university graduates will be fully prepared to compete in the 21 st century (Abduh & Istiqomah, 2021). Digital literacy is an umbrella framework for developing digital world knowledge, skills, and ethics (Chan et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The WE-ARe model’s potential to enhance digital literacy of preservice biology teachers

Amin

Karmila²,

Laode³

et al. 2023

JPBI

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In the era of globalization, digital literacy has become one of the competencies that students must possess. Rarely can one find research that examines the effect of the WE-ARe model on digital literacy in biology education. WE-ARe is a constructivist-based active learning model consisting of Warm-up, Exploring, Argumentation, and Resume phases that emphasize students’ collaborative and elaborative qualities. The objective of the study was to determine the impact of the WE-ARe model on the digital literacy of future biology teacher candidates. This is a quasi-experimental study using the Pretest-Posttest Control Group Design. The research population comprised all Tadris Biology students from IAIN Ternate and STKIP Kie Raha in the City of Ternate, North Maluku, Indonesia. The research sample contained 60 fourth-semester students from the Department of Tadris Biology. The validity score for the literacy digital instrument was 3.89 (very valid), while the correlation value (r-calculated) was 0.585. The Cronbach-Alpha analysis showed a score of 0.939, indicating that the literacy digital instrument was valid and reliable for use in data collection. This study was conducted during the even semester of the 2021/2022 academic year. The data were analyzed through ANACOVA using 5% level of significance. The results demonstrated that the WE-ARe model had an impact on the preservice biology teachers’ digital literacy. The findings of this study provide an insight on the use of a new learning model that can be used to enhance students’ 21st century skills.

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Analisis Muatan Hots dan Kecakapan Abad 21 pada Buku Siswa Kelas V Tema Ekosistem di Sekolah Dasar

Cited by 7 publications

References 9 publications

Muatan HOTS pada Pembelajaran Tematik Materi IPA Kelas 5 Sekolah Dasar

Muatan HOTS pada Pembelajaran Tematik Materi IPA Kelas 5 Sekolah Dasar

Preparation Assistance of Hots-Based Thematic Questions for Students of Primary School Teacher Education (Pgsd) Programme

The WE-ARe model’s potential to enhance digital literacy of preservice biology teachers

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