Examining Middle School Student’s Lower Order Thinking Skill

Abstract

Focusing in Higher Order Thinking Skill (HOTS) has been main goal in many education curriculums around the world including in Indonesia. Even though the ultimate goal is usually for students to achieve HOTS, it is also important to make sure student already mastered Lower Thinking Skill (LOTS) since it is a prerequisite in the process of using higher-order thinking. Therefore, the goal of the study is to examine student's achievement on LOTS. The paper pencil test with multiple choice format was developed and administrated to 347 students from five different middle schools in Manggarai Timur Regency. The test includes remembering, understanding and applying type of question. The data was analysed using descriptive (mean, maximum and minimum score, and standard deviation) and inferential statistic (Wilcoxon Signed Rank Test). Analysis of the data shows most of student's were categorized as poor level of LOTS. The student achievement on both of LOTS Level (Remembering-Understanding and Applying) also low. Based on the statistics test, it shows that most of students has higher achievement on remember-understanding level than applying level. Meanwhile, it is also found that the main difficulties faced by students related to their lack of understanding on mathematics concepts.

Primary School Teachers’ Perceptions of the Level of Development of Low-Order Cognitive Skills Under the Content and Language Integrated Learning Approach

“…The development of these cognitive categories is contextdependent and closely related to the expertise and training of those who use them in specific settings, leading to the need for strong targeting if we want to obtain the most accurate results that can be replicated in similar contexts. Therefore, further research is needed on the practical delivery of cognitively challenging tasks aimed at optimising CLIL learners' thinking skills (Barut and Wijaya, 2021).…”

“…In addition, Alcaraz-Mármol (2018) indicated that controlled activities associated with LOTS were implemented more frequently than other more complex activities in bilingual teaching in Spain. Similarly, Barut and Wijaya (2021) concluded that most CLIL practice in Manggarai Timur Regency was aimed at recall and comprehension rather than the development of more complex cognitive categories. Based on the knowledge and information derived from the literature, one can conclude the relevance of exploring how LOTS has been incorporated into CLIL teaching practice in order to foster students' dual-focus learning.…”

Development of LKPD Natural Sciences Based on Literacy and Numeration Assisted by Augmented Reality Media in Islamic Elementary School

“…The organization for Economic Co-operation and Development (OECD) highlighted one of the elements behind Indonesia's lagging as a focus on Lower Order Thinking Skills (LOTS) in the learning process. With this style of teaching and learning, there is no systematic strategy for strengthening minds in the 21st century (Barut & Wijaya, 2021;Qasrawi & Beniabdelrahman, 2020;Tsaparlis, 2020). Teaching and learning activities which are increasingly dominated by explanations from teachers make learning boring, one-way, and less able to create ways that educate and empower students' learning abilities to discuss, conduct case surgery, solve the problem, experiment, observe, etc.…”

Untitled

“…The organization for Economic Co-operation and Development (OECD) highlighted one of the elements behind Indonesia's lagging as a focus on Lower Order Thinking Skills (LOTS) in the learning process. With this style of teaching and learning, there is no systematic strategy for strengthening minds in the 21st century (Barut & Wijaya, 2021;Qasrawi & Beniabdelrahman, 2020;Tsaparlis, 2020). Teaching and learning activities which are increasingly dominated by explanations from teachers make learning boring, one-way, and less able to create ways that educate and empower students' learning abilities to discuss, conduct case surgery, solve the problem, experiment, observe, etc.…”