The development of mathematical problem based on Higher Order Thinking Skill (HOTS) on comparative material by implementing PBL and its effect on the teacher’s creative thinking skill

Widiatsih, Asri; Wardani, D. A. R.; Royhana, U; Djamali, F; Septory, B J

doi:10.1088/1742-6596/1538/1/012110

Cited by 7 publications

(6 citation statements)

References 3 publications

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“…This is also supported by similar research that critical thinking is the first step for students to think creatively which is classified as HOTS (Susilowati & Sumaji, 2020). However, previous studies have shown that teachers have difficulties on how to teach HOTS and developing HOTS-based assessments (FitzPatrick & Schulz, 2010;Schulz & Fitzpatrick, 2016;Widiatsih et al, 2020). On the other hand, teachers should familiarize students with solving mathematical problems through an assessment in the form of a mathematical numeracy test that can use four approaches, namely assessment of validity, reliability, level of difficulty, and discrimination power (Annisavitri et al, 2020).…”

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confidence: 58%

LOTS to HOTS: How do mathematics teachers improve students’ higher-order thinking skills in the class?

Zana¹,

Sa’dijah²,

Susiswo³

2022

Int.J.Trends.Math.Edu.Research

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This study explored how mathematics teachers improve students' thinking skills from low to higher order thinking skills (HOTS) during class. This study used a qualitative descriptive research design. The research subjects involved were mathematics teachers from one of the high schools in Malang City, East Java, Indonesia. Data were collected through a process of initial observation in schools, the results of preparing lesson plans, classroom assessments by teachers, and semi-structured interviews. The results of the research were analyzed using models, namely data reduction, data presentation, and concluding. Data focused on lesson plans based on a scientific approach and HOTS-based assessments: analyzing, evaluating, and creating. The teachers' class assessments were analyzed and classified into the HOTS cognitive level using the Anderson Krathwohls' Taxonomy indicators. The findings of this study indicate that teachers arranged the class with a scientific approach setting and provided HOTS-based class assessments to students to improve students thinking skills. But on the other hand, teachers experienced obstacles, that are students who are still passive when the scientific method was applied and the learning took a lot of time. Another obstacle related to the HOTS-based assessment is that teachers had difficulty when compiling HOTS-based assessment because it required a lot of time and thinking skill. Students also had difficulty in solving HOTS-based questions due to low reading interest and diverse student abilities.

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confidence: 58%

LOTS to HOTS: How do mathematics teachers improve students’ higher-order thinking skills in the class?

Zana¹,

Sa’dijah²,

Susiswo³

2022

Int.J.Trends.Math.Edu.Research

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“…According to Widiatsih et al (2020) there are still many teachers who still do not understand and master how to compose questions, the characteristics of HOTS questions and how to make ordinary questions into HOTS questions. It is important to train teachers to develop questions that are included in HOTS.…”

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confidence: 99%

An Instructional Design Process for Developing Students Higher Order Thinking Skills in Number Patterns

Ghifari¹

2021

JRMPJ

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Higher order thinking skills in learning are the application of thinking processes for complex situations and of course have many variables. Every student can think, but most students need encouragement and guidance for higher order thinking processes. The research used a qualitative approach, namely literature review. This study aims to explain the outline of activities planned for designing learning on number pattern class VIII material, the development of learning objectives, expected results, and practice questions that require the use of high order skills. Several efforts must be made to improve students' higher order thinking skills in mathematics, namely: (1) involving students in non-routine problem solving activities; (2) facilitating students to develop their ability to analyze and evaluate (critical thinking) and creative ability (creative thinking); and (3) encourage students to construct their own knowledge, so that learning becomes meaningful for students.

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“…Teachers must be involved in the thought process when determining the learning process and compiling mathematics assessments [27]. Furthermore, teachers must have competencies that include the ability to conduct assessments, both on the learning process and student learning outcomes based on the applied curriculum [28]. In mathematics, giving assessments in the form of problem solving or multiple representation tasks can improve students' cognitive processes where the assessments create space for reflection and analysis of the problems given [29], [30].…”

Section: Introductionmentioning

confidence: 99%

The cognitive alignment of mathematics teachers’ assessments and its curriculum

Zana,

Sa'dijah,

Susiswo

2024

IJERE

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This study aims to explore how the cognitive level alignment between the teachers’ assessments and Mathematics curriculum in Indonesia related to students’ higher order thinking skills (HOTS) development. The study adopted a descriptive exploratory design with a qualitative approach. The participants of this study were 15 high school mathematics teachers from Malang City and the Nganjuk district. Data were collected from the results of the assessments and indicators of the mathematics curriculum used by teachers. The data collected were analyzed using Anderson & Krathwohl’s Taxonomy to determine the alignment of the cognitive level from assessments and curriculum. In the semi-structured interview session, we recorded teachers’ responses who were able to construct HOTS-based assessments. Our findings showed: i) mathematics indicators primarily targeted students’ thinking skills at the low cognitive level, namely applying; ii) teachers’ assessments were more dominant at the low cognitive level, and there was no assessment at create level; and iii) the alignment of the cognitive level was relatively low for the HOTS category. The study findings can be used to improve curriculum and assessment in education. They can also be used as reflections for Mathematics teachers on the importance of aligning the cognitive level, especially that develop students’ HOTS.

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The development of mathematical problem based on Higher Order Thinking Skill (HOTS) on comparative material by implementing PBL and its effect on the teacher’s creative thinking skill

Cited by 7 publications

References 3 publications

LOTS to HOTS: How do mathematics teachers improve students’ higher-order thinking skills in the class?

LOTS to HOTS: How do mathematics teachers improve students’ higher-order thinking skills in the class?

An Instructional Design Process for Developing Students Higher Order Thinking Skills in Number Patterns

The cognitive alignment of mathematics teachers’ assessments and its curriculum

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