Higher-Order Thinking Skills Profile of Islamic Boarding School Students on Geometry through the STEM–based Video Approach

Abstract

The Indonesia government has begun to focus and pay attention to the quality of education in Islamic Boarding School. Education is a provision for the future to create quality human resources. Education is strongly linked to the 21st century, where education has rapidly developed in science and technology to generate worldwide competitiveness. Students' higher-order thinking skills are fundamental, where this thinking ability is an ability to understand and find solutions to problems in varied and different ways. An appropriate learning approach must support Higher-order thinking skills. Higher-order thinking skills are intelligence with specific knowledge that leads to reasoning, analytical skills, problem-solving, and critical and creative thinking skills. Higher-order thinking skills are the major objective of educational institutions in implementing education that uses a quasi-experiment. Participants consisted of Islamic Boarding School students, ten male- and ten female students. A STEM-based video is a learning approach that can help students analyze, solve problems, investigate a phenomenon, create skills in students, and produce higher-order thinking skills. This study's STEM-based Video approach process is designed to solve functional mathematics problems in real life concerning geometry.

An instructional approach in mathematics learning for fourth-grade students based on collaborative learning and inquiry-based learning

“…As well as this, the method highlights the pertinence of setting learning objectives and achievement (DeLong & Winter, 2001) and designing the lessons to get success (Basri, 2017). Lastly, the essence of game-based learning is interactive and adaptive collaboration between the teacher, students and means of instruction (Ono, 2006).…”

Meta analysis of the effect of STEM application on higher order thinking skill in science learning

“…It is appropriate for teachers to understand the material of STEM implementation concept. In implementing STEM, teachers must know about understanding the concept, skills about STEM, and its implementation (Priatna et al, 2020;Pujiastuti & Haryadi, 2023). Based on the previus background, this review is trying to cover several purposes regarding STEM, namely: (1) the impact of STEM learning at each degree of schooling.…”

The nexus between principal competence, learning leadership, facility feasibility, and public elementary school quality in Cikande, Serang District, Indonesia

“…*The teachers' efforts in the school level to develop students' learning achievement have been conducted by several previous studies such as in the teaching strategy implementation, Rifqiawati et al (2021) implemented the distance learning, Mayer (2004) implemented the discovery learning, Wahyuni et al (2022a) implemented the guided inquiry learning model, Ratnasari et al (2022) implemented the problem based learning (PBL) model, Dyamayanti et al (2023) implemented the discovery learning model, Kartini (2023) used of the Think-Pair-Share, Pujiastuti and Haryadi (2023) implemented the STEM-based video approach, Rusmiyati at al. (2021) implemented the biotechnology learning using pulau tunda's local potential, Sari et al (2022) conducted a systematic review on the implementation of bioinformatics learning in senior high school, Haryadi and Pujiastuti (2022) implemented STEM-PJBL model, Hendriyani et al (2023) used the project report through the STEM integrated project based learning model, and Widyastuti et al (2022) used discovery learning model through the aptitude treatment interaction (ATI).…”