High Order Thinking Skills: How Is It Integrated With Cognitive Assessment?

Cahyaningtyas, Andarini Permata; Sari, Yunita; Pradana, Agrissto Bintang Aji

doi:10.30659/pendas.7.2.109-120

Cited by 8 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The category of evaluating the mutual cooperation attitude of students, that is, if a value is obtained ≤ 20 means it is very poor, 21 ≤ x ≤ 40 is lacking, 41 ≤ x ≤ 60 is sufficient, 61 ≤ x ≤ 80 is good, and 81 ≤ x ≤ 100 is very good (Yuliana, Edi, & Widihastuti, 2022) . In the category of assessment of students' cognitive learning outcomes, if a value of ≤ 54 is obtained, it means that it is very poor, 55 ≤ x ≤ 59 is lacking, 60 ≤ x ≤ 75 is sufficient, 76 ≤ x≤ 85 is good, and 86 ≤ x ≤ 100 is very good (Cahyaningtyas, Sari, & Pradana, 2020).…”

Section: Methodsmentioning

confidence: 99%

Application of Lesson Study-based Problem Based Learning to Improve Mutual Cooperation and Learning Outcomes

Nur Faiqoh,

Priantari,

Dwi Cahya

et al. 2023

international. soc. sciences. and. humanities.

View full text Add to dashboard Cite

The COVID-19 pandemic has hit various zones in Indonesia, including the learning zone, which has also had a big impact. Where the impact of online learning can cause students to become passive, less creative and unproductive, the accumulation of information/concepts for students is less useful. Class X for the 2022/2023 academic year is currently students affected by online learning 2 years earlier and the implementation of an independent curriculum, so that class X requires concrete learning and constructivism. The Problem Based Learning (PBL) learning model is a learning that provides students with knowledge and experience to work in constructing knowledge. Through Lesson Study (LS) it is hoped that there will be an increase in learning biology in class X. This type of research uses classroom based action research. The research subjects were 35 students in class X.4 of SMA Negeri 3 Jember for the 2022/2023 academic year. The results of the study showed an increase in mutual cooperation and learning outcomes. The increase in the mutual cooperation is evidenced by the mean value of 72 (C1) and 92 (C2). While the results of learning biology proved the average value of 82 (C1) and 88 (C2). This can be an alternative for educators to apply concrete learning and constructivism to cognitive learners in the transition to the Covid-19 pandemic to improve mutual cooperation and learning outcomes.

show abstract

Section: Methodsmentioning

confidence: 99%

Application of Lesson Study-based Problem Based Learning to Improve Mutual Cooperation and Learning Outcomes

Nur Faiqoh,

Priantari,

Dwi Cahya

et al. 2023

international. soc. sciences. and. humanities.

View full text Add to dashboard Cite

show abstract

“…This is in line with research by Henni Juliarti and Widiarti (2019) which states that the low level of higher-order thinking skills of students is caused by several factors including the learning model in the classroom cannot train and hone higher-order thinking skills, so students are not accustomed to solving complex problems. The lecturer has an important role to plan, perform and evaluate the learning process to improve the thinking skills of high-level students (Cahyaningtyas, et al, 2020).…”

Section: Higher-order Thinking Skills Testmentioning

confidence: 99%

The Relationship of Self-Efficacy Towards High Level of Thinking Ability of USK Physics Education Student in Basic Physics I Course

Nurulwati*

Afdar²,

Zakaria³

2022

JPSI

View full text Add to dashboard Cite

The high-order thinking ability of students is currently a problem that is so difficult to improve because it must be extra developed in teaching and learning activities. This can happen because students do not often improve their higher order thinking in everyday life and in the learning process. Most students tend to have difficulty solving problems when the lecturer gives problems with a higher level of difficulty than usual. The cause of this problem needs to be investigated. This study aims to determine the relationship between self-efficacy and higher-order thinking skills of students of the Department of Physics Education, FKIP USK. The approach used is a quantitative approach with a descriptive correlational type of research. The sample of this study was the 2019 USK FKIP Physics Education students which consisted of 71 students. Data collection techniques used are questionnaires and tests. Questionnaire and test data were analyzed by descriptive analysis and Product Moment correlation analysis. The results showed that self-efficacy had a relationship with higher-order thinking skills (Sig. (2-tailed) = 0.001 0.05). It is recommended that future studies use more samples so that the results of the analysis obtained will be more accurate

show abstract

“…Before entering higher education, students generally have become accustomed to doing activities in groups [35]. When entering the higher education level, there is a shift in demands for responsibility from groups to individuals [36]. The new habit of being responsible for tasks individually is not easy to do, considering that the old habit demands more responsibility as a group [37].…”

Section: Individual Work In Regular and Final Assignmentsmentioning

confidence: 99%

Implementation of HOTS-Based Learning in Higher Education

Herianto¹

2022

Proceedings of the Annual Conference on Research, Educational Implementation, Social Studies and History (AREISSH 2021)

View full text Add to dashboard Cite

This study uses a phenomenological perspective to determine the implementation of HOTS-based learning in universities. The research subjects came from 198 students who took the Student Development course at the Program Studi PPKN PIPS FKIP Universitas Mataram. Collecting data through observation (implementation of HOTS-based learning), questionnaires (response of lecturers and students to HOTS-based learning), and tests (student learning outcomes in HOTS-based learning).The results showed the implementation of HOTS-based learning through communication skills, collaboration, critical thinking, creative thinking, computational logic, compassion, and civic responsibility. Lecturers argue that HOT-based learning helps students in solving problems. Active participation in HOTS-based learning and the active involvement of students in these activities impact their learning outcomes. Students feel a significant change in themselves in participating in HOTS-based learning. Learning like this is a challenge for them. Those who are active in learning contribute to their learning outcomes. 74% of students get good and excellent categories in their learning outcomes.

show abstract

High Order Thinking Skills: How Is It Integrated With Cognitive Assessment?

Cited by 8 publications

References 0 publications

Application of Lesson Study-based Problem Based Learning to Improve Mutual Cooperation and Learning Outcomes

Application of Lesson Study-based Problem Based Learning to Improve Mutual Cooperation and Learning Outcomes

The Relationship of Self-Efficacy Towards High Level of Thinking Ability of USK Physics Education Student in Basic Physics I Course

Implementation of HOTS-Based Learning in Higher Education

Contact Info

Product

Resources

About