The instruments of higher order thinking skills

Ahmad, Syafri; Prahmana, Rully Charitas Indra; Kenedi, Ary Kiswanto; Arianil, Y; Zainil, Melva

doi:10.1088/1742-6596/943/1/012053

Cited by 47 publications

(34 citation statements)

References 9 publications

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“…Interpreting student thinking is an important component of high-quality learning and assessment (NCTM, 2014;Teachingworks, 2012;Ahmad, et al 2018). According to Sapti, Purwanto, Mulyati, and Irawan (2016), interpreting students' mathematical thinking is "giving impression, opinion, or a theoretical view towards mathematical information in the form of students' written work in solving problems".…”

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confidence: 99%

Comparing Model-Building Process: A Model Prospective Teachers Used in Interpreting Students’ Mathematical Thinking

et al. 2019

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Mathematical thinking is an important aspect of mathematics education and, therefore, also needs to be understood by prospective teachers. Prospective teachers should have the ability to analyze and interpret students’ mathematical thinking. Comparing model is one of the interpretation models from Wilson, Lee, and Hollebrands. This article will describe the prospective teacher used the model of the building process in interpretation students' mathematical thinking. Subjects selected by considering them in following the students’ strategies in solving the Building Construction Problem. Comparing model is a model of interpretation in which a person interprets student thinking based on student work. There are two types comparing model building process prospective teacher use in interpreting students’ mathematical thinking ie. comparing work and comparing knowledge. In comparing works, prospective teachers use an external representation rubric. This is used to analyze student activities in order to provide an interpretation that is comparing the work of students with their own work. In comparing knowledge, prospective teachers use internal representation rubrics to provide interpretation by comparing the students' work with their knowledge or thought.

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confidence: 99%

Comparing Model-Building Process: A Model Prospective Teachers Used in Interpreting Students’ Mathematical Thinking

et al. 2019

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“…Promoting argumentation skills can illumine the kinds of flaws in students' thoughts about the concepts of transposition and multiplication of matrices. It is in an argument that we likely to find the most significant way in which higher order thinking can manifest during mathematics learning (Jonassen & Kim, 2010;Ahmad, et al 2018). The goal of the current study is to gain insights into the kinds of limitations in postgraduate students' argumentation schemes __ chunks of reasoning with respect to the notions of transpose and multiplication of matrices.…”

Section: Statement Of the Problemmentioning

confidence: 98%

Flaws in Proof Constructions of Postgraduate Mathematics Education Student Teachers

Ndemo¹

2019

J. Math. Educ.

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Intending to improve the teaching and learning of the notion of mathematical proof this study seeks to uncover the kinds of flaws in postgraduate mathematics education student teachers. Twenty-three student teachers responded to a proof task involving the concepts of transposition and multiplication of matrices. Analytic induction strategy that drew ideas from the literature on evaluating students’ proof understanding and Yang and Lin’s model of proof comprehension applied to informants’ written responses to detect the kinds of flaws in postgraduates’ proof attempts. The study revealed that the use of empirical verifications was dominant and in situations. Whereby participants attempted to argue using arbitrary mathematical objects, the cases considered did not represent the most general case. Flawed conceptualizations uncovered by this study can contribute to efforts directed towards fostering strong subject content command among school mathematics teachers.

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“…Kenedi stated that the ability of elementary education students is still low, only a few of them is in the medium category [20]. Moreover, Ahmad's research revealed that only 16.67% of elementary education students had HOTS in the medium category, 60% with a low category and 23.33% with a low category [22]. Based on these studies, it can be concluded that the HOTS level of elementary education students is still low.…”

Section: Introductionmentioning

confidence: 99%

Learning Model and Higher-Order Thinking Skill in Advanced Mathematical Study

Ahmad¹,

Kenedi²,

Helsa³

2019

Proceedings of the 5th International Conference on Education and Technology (ICET 2019)

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The background of this study is the weakness of higher-order thinking skill of elementary education major students. Thus, we need a suitable learning model used to improve the higher-order thinking skill of elementary education major students. The purpose of this study is to determine the effectiveness of problembased learning, problem-solving and problem-posing in improving the higher-order thinking skill of students of elementary education major. This research uses a factorial design. The sample used in this study is a random sampling technique. The sample includes three classes of fifth-semester students. Three classes apply different learning models. The first class uses a problem-based learning model, the second class uses the problem-solving model and the third class uses the problem posing model. The sample used in this study is 117 students. The result shows that the higher-order thinking skill of students with problem-based learning has a significant difference compared to those with problem posing, but it is not significant as students with problem-solving. This research shows that problem-based learning is the most effective model in improving the ability of higher-order thinking skill of elementary education students compared with problem-solving and problem posing. This study implies that the lecturers of elementary education major can improve the higher-order thinking skill of related students by using problem-based learning.

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The instruments of higher order thinking skills

Cited by 47 publications

References 9 publications

Comparing Model-Building Process: A Model Prospective Teachers Used in Interpreting Students’ Mathematical Thinking

Comparing Model-Building Process: A Model Prospective Teachers Used in Interpreting Students’ Mathematical Thinking

Flaws in Proof Constructions of Postgraduate Mathematics Education Student Teachers

Learning Model and Higher-Order Thinking Skill in Advanced Mathematical Study

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