Effect of Scaffolding Strategies on Higher-Order Thinking Skills in Science Classroom

Alrawili, Khaled Saleh; Osman, Kamisah; Almuntasheri, Saeed

doi:10.33225/jbse/20.19.718

Cited by 16 publications

(13 citation statements)

References 23 publications

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“…In other words, these skills can assist students in constructing knowledge and various information. HOTs are also considered an important aspect of education and teaching because these skills The ability, speed, and efficacy of student learning can be impaired (Alrawili et al, 2020). The HOTs in the continuum of education and learning are therefore required in re-sponse to the demands of evolution.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Impact of Process-genre Approach on Learners’ Academic Writing and Higher Order Thinking Skills

Wardhana

2022

JLE

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Background. The study of using process-genre approach that was used to increase the writing competence had been conducted by many researchers. However, the contirbution of this learning approach for HOTs aspects has not been done by many researchers, especially on learning writing Indonesian Purpose. Many studies only focused on one research approach, consequently, the finding was not quite comprehensive. Besides, to examine the effect of process-genre approach on academic writing competence and HOTs, this research also aimed to explore attitude and students’ expectation on their learning experience by using this approach. Method. The research used a sequential, mixed-method explanatory approach. Two grades were randomly chosen to enroll in the experimental class and a monitoring class of up to 52 students. The individual is a member of the Indonesian language education department who is currently taking the writing 1 course at the Bengkulu University, Indonesia. There are two instruments used in this analysis, the writing test & HOTs test for Quantitative statistics and semi-structured qualitative data interviews. The data from the writing test and the HOTs were quantitatively analysed for the paired sample t-test, the stand-alone sample t-test and the MANOVA, while the interview data were analysed using thematic analysis techniques. Results and Implications. The results have found that process-genre approach had a substantial positive effect on scholarly writing and student HOTs. Besides, thematic research also reveals that there are favorable views and expectations of students regarding the influence of the process-genre approach towards academic writing and student HOTs. This finding is iexpected to enrich knowledge about how students could enhance their writing ability and HOTs by using process-genre approach.

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Section: Introductionmentioning

confidence: 99%

Exploring the Impact of Process-genre Approach on Learners’ Academic Writing and Higher Order Thinking Skills

Wardhana

2022

JLE

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“…Children that possess the HOTS ability will experience successful learning outcomes. According to research by Alrawili, Osman, and Almuntasheri (2020), incorporating students' HOTS into the classroom process can enhance learning quality. According to the results, student engagement in HOTS learning process has increased.…”

Section: Discussionmentioning

confidence: 99%

The Influence of a STEM-Based Digital Classroom Learning Model and High-Order Thinking Skills on the 21st-Century Skills of Elementary School Students in Indonesia

Zainil¹,

Kenedi²,

Rahmatina

et al. 2022

JEELR

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The aim of the current research is to develop a STEM-based digital classroom learning model based on the 21st-century skills and characteristics of elementary school students. To enable the dissemination of this learning model, further research is needed to determine the effect of the STEM-based digital classroom learning model on the 21st century skills of elementary school students. The lack of 21st-century skills among elementary school students and the necessity for a study of the influence of higher-order thinking skills as one of the capabilities that primary school students must develop are contributing factors to this research. This advancement would lead to an understanding of how STEM and HOTS affect student’s skills. This was experimental research with 100 fourth-grade students. The data analysis methods employed by SPSS included two-way ANOVA tests, homogeneity tests, normality tests and descriptive tests. The study's findings revealed that: (1) students who are taught with STEM-based digital and conventional learning models have different 21st-century skills, (2) students with high and low higher- order thinking skills have different 21st-century skills, and (3) students with high and low higher- order thinking skills who are taught with STEM-based digital and conventional learning models have a connection to 21st-century skills. Education professionals can use the implications of this research as a guide to develop 21st-century skills for elementary school students.

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“…Inductive thinking or reasoning plays an outstanding role in the cognition processes; it is understood as a general cognition capability (Pellegrino & Glaser, 1984;Molnár et al, 2013) that is connected to almost each higher-level cognition skill (Csapó, 1997;Molnár et al, 2013;Schubert et al, 2012;Alrawili et al, 2020), like for example, general intelligence (Klauer & Phye, 2008), the skills of gaining and applying knowledge (Hamers et al, 2000), abstract thinking (Goswami, 1991) or problem-solving.…”

Section: Role Of Inductive Reasoning In Problem Solvingmentioning

confidence: 99%

Development Level of Pedagogical Students' Inductive Thinking in the 21th Century

Tajti¹,

Kinga²

2022

OpEE

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The international literature on the examination of inductive reasoning is rather rich. Approaching it from the direction of soft skills can be considered still novel. The main objectives were to draw a picture of the development level of first-grade teacher students’ inductive thinking, to analyse the time used for the solution of tasks and task items and finally to explore the interconnection between solution time and the performance achieved in the inductive test. According to the results of 204 students attending teacher training at J. Selye University in Slovakia, the abstract and analogue reasoning of these students is of medium development level, while their diagrammatic thinking is weaker. There is a connection between the time used for the items and the test results, both the task types and the students can be classified according to time consumption. The 10% having reached the best results are women, have parents with a degree, live in cities and took their secondary school leaving exams at secondary grammar schools Hungary. Female and correspondence students spent more time on solving the tasks than male and full-time students.

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Effect of Scaffolding Strategies on Higher-Order Thinking Skills in Science Classroom

Cited by 16 publications

References 23 publications

Exploring the Impact of Process-genre Approach on Learners’ Academic Writing and Higher Order Thinking Skills

Exploring the Impact of Process-genre Approach on Learners’ Academic Writing and Higher Order Thinking Skills

The Influence of a STEM-Based Digital Classroom Learning Model and High-Order Thinking Skills on the 21st-Century Skills of Elementary School Students in Indonesia

Development Level of Pedagogical Students' Inductive Thinking in the 21th Century

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