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

Abstract

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.

Analysis of Science Teachers' Understanding of High Order Thinking Skills (HOTS) and Their Implementation in Learning

“…Another obstacle conveyed by the teachers is the teacher's understanding of developing HOTS-based assessment tools that are still low. The research results of Ichsan et al, (2019) showed that a proper evaluation of high-level thinking skills required an appropriate evaluation.…”

“…High order thinking skills that are the demands of 21st-century learning are actually embodied in Bloom's taxonomy (Ichsan, et al, 2019). Bloom's taxonomy in the cognitive domain consists of three levels classified as high-level thinking, namely analysis, synthesis, and evaluation in the original version and analysis, evaluation, and creation in the modified version (Putra & Abdullah, 2019).…”

The System Approach in the Perspective of Law Number 20 of 2003 concerning the National Education System

“…School-Based-Management model in principle schools obtain delegation of authority that relies on schools and the community is included optimally, by itself will be far from the centralistic bureaucracy. Then make the school obtain a high obligation, authority, and responsibility in improving the school's performance for each interested party (Sagala, 2013: 158;Dariman, 2019;Ichsan, 2019).…”

The Problem-Based Learning Model and Students' Generic Skills of the Faculty of Teachers Training and Education the Universitas Siliwangi Tasikmalaya on the Animal Structure Course

“…Generic skills that can be developed during the lecture using the problem-based learning model are at least 4 types, namely organizational skills, interpersonal skills, cognitive skills and attitude (Lee and Edwards, 1997). While according to the Business Council of Australia there are eight types of generic skills needed in the area of financial and ICT work, including communication skills, thinking skills, learning skills, project management skills and priorities, collaboration skills and system understanding, skills in applying and using technology, leadership skills, and personal and interpersonal skills (Field, 2002;Ichsan, 2019).…”