EXO OLO TASK: The Development of Higher Order Thinking Skills through Learning Activities Management in Geography Learning

Abstract

This article was written to explain the suitability between the scores of advance learning activities achieved by students with the "gain score" from the results of the pre-test and post-test of HOTS questions. Advance learning activities include, 1)analyzing, 2)communicating/dialogue, 3)discussing/collaborating. Whereas HOTS question is a question that testing students’ creativity and strategy in solving problems and is at the level of C4 (analyzing), C5 (evaluating) and C6 (Creating). EXO OLO TASK Learning Model was applied in this quasi-experimental research for four meetings in class X IS 1. The model was practiced by a model teacher and learning activity data was collected by six observers. The suitability was obtained by percentage analysis and strengthened by correlation test with the help of SPSS version 20. The results showed that, 1) during learning, all students showed consistent basic learning activities; 2) most students had a "gain score" in the medium category. While 24.13% of students were able to reach high categories and only 6.89% of students with low gain scores, 3) 65.51% of students had scores of learning activities that match the "gain score" and 34, 48% did not. The implementation of this model has only been applied in one class and one school so that it is necessary to implement it in broader classes and schools.

Students' Critical Thinking Process in Solving Jumping Task According to Gregorc's Thinking Style

“…Sato (2014) argued that the problem presented in the jumping task is the application of the basic conceptual material. Nofrion (2019) clarified that based on the development of Bloom's Taxonomy, the problems or tasks of jumping tasks are at C4, C5 and C6 levels. Next, two questions consisting IDEALS steps were selected, then a language revision was made to correct an ambiguous sentence or word.…”