The Needs Analysis of Learning Higher Order Thinking Skills for Generating Ideas

Heong, Yee Mei; Yunos, Jailani Md; Othman, Widad; Hassan, Razali; Kiong, Tee Tze; Mohamad, Mimi Mohaffyza

doi:10.1016/j.sbspro.2012.09.265

Cited by 120 publications

(107 citation statements)

References 5 publications

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“…Likewise with the ability to evaluate, the students found it difficult to sort out relevant and irrelevant facts, consequently they cannot detect any information mismatch in well manner. This phenomenon is in line with the previous findings which reported that the obstacles in generating conclusion, as the key factor in affecting the achievements of the students' assignments (Heong et al, 2012), by utilizing and connecting information was witnessed by postgraduate students (Narayanan & Adithan, 2015;Roets & Maritz, 2017).This because HOTS is characterized as a complex, non-algorithmic, self-regulative, meaningful, multiple criteria and uncertainties, as well as effortful and providing multiple solutions. Thus, HOTS must be improved by involving many subjects and teachers (Abosalem, 2015) while empowering students' metacognitive as it creates self-regulated learner as well as improves learning outcome (Bahri & Corebima, 2015).…”

Section: Resultssupporting

confidence: 90%

“…It has been proved that by gaining these skills, students are aided to achieve the learning outcomes determined (Husamah, Fatmawati, & Setyawan, 2018;Madhuri, Kantamreddi, Prakash Goteti, & Goteti, 2012). This skills demand students to implement new information and knowledge they possessed to be manipulated as the possible solution for various issues faced (Heong et al, 2012). Moreover, Brookhart (2010) stated that HOTS is someone's ability in associating and implementing his/her knowledge to construct "thinking framework" in the context which never been faced before.…”

Section: Introductionmentioning

confidence: 99%

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Higher-order thinking skills based on Marzano taxonomy in basic biology I course

Insani

Pratiwi

Muhardjito

2019

JPBI

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This research was aimed at profiling student's thinking skills in dealing with Higher-Order Thinking Skills (HOTS) questions based on Marzano taxonomy by referring to 13 indicators. This pre-experimental research employed pretest-posttest design. The indicators included were comparison, classification, deductive reasoning, inductive reasoning, error analysis, construction, analysis perspective, abstraction, decision making, investigation, problem solving, inquiry experiment, and innovation finding. The instrument used was a 13-essay questions (r-Pearson= 0.79 and Cronbach alpha = 0.68). The research results conducted to 98 students of Natural Science Education which was analyzed using paired t-test showed the significant different between pre-test and posttest (sig. <0.01). As many as four HOTS indicators (i.e. deductive reasoning, error analysis, construction, and abstraction) were categorized as low level. Meanwhile, the eighth HOTS indicators were categorized as moderate level, namely: comparison, inductive reasoning, analysis perspective, decision making, investigation, solving problem, inquiry experiment, and innovative finding. In addition, the classification indicator was considered to fulfill the high level in the end of the course. Higher order thinking skills profile is crucial to be observed, along with students' cognitive development, from the beginning of course, which then can be used as a basic information in designing learning approach which is HOTS-oriented for the next course.

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Section: Resultssupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Higher-order thinking skills based on Marzano taxonomy in basic biology I course

Insani

Pratiwi

Muhardjito

2019

JPBI

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“…These obstacles appear because the students are not accustomed to the implementation of this learning model; as a result, they have difficulties in understanding the learning materials through the PBL activities (Bouhujis, 2011). These difficulties are the ones in generalizing the ideas and the ones in understanding the direction of the given tasks (Mei Heong et al, 2012). Furthermore, several students who have high individualism often have difficulties in cooperating with their peers.…”

Section: Introductionmentioning

confidence: 99%

Implementing the problem-based learning in order to improve the students’ HOTS and characters

Jailani

Sugiman

Apino

2017

j. pendidik. ris. mat

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AbstrakThe study was to describe the implementation of Problem-Based Learning (PBL) toward the improvement of students ' Higher Order Thinking Skill (HOTS) ' characters; and (3) in overall the obstacles that had been encountered within the implementation of PBL process were related to the teachers' unpreparedness, the time allocation, the unequal students' input, the students' learning habits and the difficult assessment. The data gathering process was conducted through the test, the self-assessment and the open questionnaire. The quantitative data analysis was conducted inferentially using multivariate and univariate analysis, while the qualitative data analysis was conducted descriptively. The results of the study showed that: (1) the implementation of PBL had been more effective in comparison to the expository one in terms improving the students' HOTS; (2) the implementation of PBL had not been more effective in comparison to the expository one in terms of improving the students

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“…The Learning of the 21 st Century puts greater emphasis on students' ability to perform Higher Order Thinking Skills (HOTS) (Shukla & Dungsungnoen, 2016;Saido et al, 2015;Heong et al, 2012). HOTS can be achieved when students are able to understand and integrate knowledge with their experience (Anderson & Krathwohl, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Application of Carousel Feedback and Round Table Cooperative Learning Models to Improve Student’s Higher Order Thinking Skills (HOTS) and Social Studies Learning Outcomes

Yusmanto¹,

Soetjipto²,

Djatmika³

2017

IES

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This Classroom Action Research aims to improve students' HOTS (High Order Thinking Skills) and Social Studies learning outcomes through the application of Carousel Feedback and Round Table cooperative learning methods. This study was based on a model proposed by Elliott and was implemented for three cycles. The subjects were 30 female students of the eight graders of Junior High School Islam Terpadu Darul Azhar, South East Aceh, Aceh, Indonesia. The data collection instruments include observation, test, interview, and documentation. The data were obtained from pre and post-test of each cycle. The findings revealed that Carousel Feedback and Round Table cooperative learning models could increase students' HOTS and Social Studies learning outcomes. The habit of giving time to the students to think, providing scaffolding, observing students' activity, asking questions, discussing in groups, analyzing the results and providing feedback are the examples of activities that should be familiarized.

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The Needs Analysis of Learning Higher Order Thinking Skills for Generating Ideas

Cited by 120 publications

References 5 publications

Higher-order thinking skills based on Marzano taxonomy in basic biology I course

Higher-order thinking skills based on Marzano taxonomy in basic biology I course

Implementing the problem-based learning in order to improve the students’ HOTS and characters

The Application of Carousel Feedback and Round Table Cooperative Learning Models to Improve Student’s Higher Order Thinking Skills (HOTS) and Social Studies Learning Outcomes

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