Development of an instructional model for higher order thinking in science among secondary school students: a fuzzy Delphi approach

Saido, Gulistan Ahmed; Siraj, Saedah; DeWitt, Dorothy; Al-Amedy, Omed Saadallah

doi:10.1080/09500693.2018.1452307

Cited by 68 publications

(77 citation statements)

References 61 publications

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“…This method is effective to acquire the agreement among several arguments in which these focuses on the group deal [15]. FDM is also effective in giving feasibility decisions of a learning phase [6]. In this present study, FDM is implemented as an analytic method in the deciding phase and sub-phase of an instructional model that is designed by an expert.…”

Section: Methodsmentioning

confidence: 99%

“…HOTs therefore needs to be implemented in the teaching and learning process [2,3] because students are able to face challenges and problems in their daily life when they master HOTs [4]. This argument is based on the fact that HOTs comprises scientific reasoning [5,6] in which it is a crucial skill in solving daily issues. In addition, in the context of cognitive aspect, HOTs places the highest level of skill for critical and evaluative thinking, decision-making, problem-solving, and transfer to other situations [2,7].…”

Section: Introductionmentioning

confidence: 99%

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Development of Engage, Research, and Present (ERP) Instructional Model to Promote HOTs and 21st Century Moral Values: A Fuzzy Delphy Method

Haryati¹,

Sukarno²,

Siswanto³

et al. 2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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Higher order thinking skill (HOTs) and 21stcentury moral values are pivotal skills to be mastered by college students in todays' digitalized era. This study,therefore aims to develop am an instructional model called Engage, Research, and Present (ERP) model. This provides opportunities for college students owning HOTs and 21st moral values. The Fuzzy Delphi Method (FDM) was employed to determine consensus among a panel of several experts. They come from educational and psychological experts (i.e. researchers) and teachers who have experience at least 10 years. They should evaluate the ERP model encompassing 12 sub phases. Five sub-phases are included in Engage and Research, and two sub-phases encompassed in Present. Based on FDM approach, ERP instructional model provides several activities identified facilitating HOTs and 21st century moral values in science and social science learning.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development of Engage, Research, and Present (ERP) Instructional Model to Promote HOTs and 21st Century Moral Values: A Fuzzy Delphy Method

Haryati¹,

Sukarno²,

Siswanto³

et al. 2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

View full text Add to dashboard Cite

show abstract

“…Previous research often only developed various HOTS-based learning tools but did not need the needs assessment first. Although indeed there are many results of previous studies which show that the development has succeeded in influencing HOTS students (Hugerat & Kortam, 2014;Murphy, Bianchi, McCullagh, & Kerr, 2013;Saido, Siraj, DeWitt, & Al-Amedy, 2018). But still, need more comprehensive need assessment from various levels of education.…”

Section: Introductionmentioning

confidence: 98%

Environmental Learning based on Higher Order Thinking Skills: A Needs Assessment

Ichsan

Sigit

Miarsyah

2019

Int.J.Edu.Voc.Studies

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Environmental learning at the school and university levels, often still uses conventional learning. This is a problem, considering the ability of students' Higher Order Thinking Skills (HOTS) is very necessary for the 21st century. The purpose of this study is to do need assessment on learning media, teaching materials, learning materials, worksheets, and learning evaluations used in the learning environment in schools and universities. The study was conducted from November 2017 - January 2019 at several schools in Bekasi and one university in Jakarta. The research method used is descriptive method with data collection techniques using observation and interviews. The results showed that media learning, teaching materials, learning materials, students worksheets, and learning evaluations at various levels were not all based on HOTS. HOTS-based learning has been applied at the university level and senior high school but is still rarely used. This is due to the lack of development in environmental learning. The conclusion of this study is that environmental learning is not all HOTS-based.

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“…HOTS ability is needed because HOTS is a student ability to analyze, evaluate, and create a solution for a problem (Anderson et al, 2001;Garcia, 2015;Saido, Siraj, DeWitt, & Al-Amedy, 2018). The relationship between HOTS and green consumerism is that solving environmental problems requires the ability to analyze, evaluate and create.…”

Section: Introductionmentioning

confidence: 99%

Implementation Supplementary Book of Green Consumerism: Improving Students HOTS in Environmental Learning

Ichsan¹,

Sigit²,

Miarsyah³

et al. 2020

EUROPEAN J ED RES

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Environmental learning in the 21st-century must be contextual and require the ability of Higher-Order Thinking Skills (HOTS) to solve environmental problems such as green consumerism. The purpose of this study was to implement an Android-based Supplementary Book of Green Consumerism (SBGC) to improve 8th-grade students' HOTS in environmental learning. The method used experiment with a sample of 144 students in 8th grade. This research design was a pre-post test with the control group. The treatment given was in the form of using SBGC in the experimental classes. The instrument used 12 items with HOTS questions (analyzing, evaluating, and creating) that contain a green consumerism problem. Analysis of the data used the normality test, homogeneity and continued with the t-test. The results showed that the students HOTS score increased significantly in the pre-test and post-test in the experimental class or compared to the control class. Increased in the experimental classes from a score 15.7 (very low) to 32.73 (low). Meanwhile, comparison between the experimental classes with a score 32.73 (low) and control classes with a score 25.25 (very low). This showed that SBGC is easy to understand and have instruction to solve environmental learning in SBGC menu. SBGC is also interesting so that makes students become active in learning. The conclusion of this study was that SBGC can increased students' HOTS in environmental learning.

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Development of an instructional model for higher order thinking in science among secondary school students: a fuzzy Delphi approach

Cited by 68 publications

References 61 publications

Development of Engage, Research, and Present (ERP) Instructional Model to Promote HOTs and 21st Century Moral Values: A Fuzzy Delphy Method

Development of Engage, Research, and Present (ERP) Instructional Model to Promote HOTs and 21st Century Moral Values: A Fuzzy Delphy Method

Environmental Learning based on Higher Order Thinking Skills: A Needs Assessment

Implementation Supplementary Book of Green Consumerism: Improving Students HOTS in Environmental Learning

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