Higher order thinking skills, school-based assessment and students’ mathematics achievement: Understanding teachers’ thoughts

Azid, Nurulwahida

doi:10.11591/ijere.v11i1.22030

Cited by 14 publications

(11 citation statements)

References 25 publications

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“…Furthermore, teachers are expected to be able to provide HOTS-focused learning [59]. Research conducted in Malaysia showed that it is essential to incorporate HOTS in the classroom learning so that students are inclined to think critically and creatively in everyday life [37]. The results of this study also found that teachers have not been able to compile an assessment at the creating cognitive level.…”

Section: Discussionmentioning

confidence: 78%

“…Assessment is defined as a practice of collecting, studying, and using information related to student learning outcomes in a systematic, comprehensive, and consistent manner to improve student learning and development [37]. Teacher teaching and assessment activities mainly focus on low cognitive levels induced by teacher knowledge and lack of understanding of the alignment between curriculum, teaching, and assessment practices in the Netherlands [38].…”

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confidence: 99%

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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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Section: Discussionmentioning

confidence: 78%

mentioning

confidence: 99%

The cognitive alignment of mathematics teachers’ assessments and its curriculum

Zana,

Sa'dijah,

Susiswo

2024

IJERE

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“…Hord stated that the PLC practically is a group of motivated or enthusiastic individuals with a vision of learning to support the goal, particularly the development of teachers to have a better understanding of the design and organization of learning activities, in order to cultivate students' higher-order thinking skills by using school-based assessment. This kind of activity management will affect the learning achievement of students [24].…”

Section: Resultsmentioning

confidence: 99%

A learning model promoting higher-order thinking skills and active citizenship with global mindedness

Doungwilai

Kanjug²

2023

IJERE

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The objectives of this research were to study the current situation of and the needs for teacher competency development in learning management, and to develop a learning management model. The sample was 95 teachers selected by simple random sampling. Research instruments were a questionnaire and a learning management model created through the process of drafting, evaluation and verification, and improvement. Statistics used for data analysis were mean, percentage, and standard deviation. The findings indicated teachers’ opinions towards the current situation of learning management that promotes critical thinking skills and active citizenship with global mindedness at a high level. The need for developing learning management competency were also at a highest level. Components of the learning management model include: i) Basic principles and concepts; ii) Learning objectives; iii) Learning process and learning assessment; and iv) Learning outcomes. The teacher development process includes: professional learning community (PLC), guidelines for learning management, design of learning management, measurement and evaluation, teaching practicum, supervision, reflection, and lesson learned. The model showed the suitability at a highest level.

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“…Learning media in the form of illustrations or whatever the name is, can help students to stimulate reasoning. Provide clarity on concepts that are too abstract and can minimize misconceptions [57]. As a tool, learning media has been proven to contribute to mastering the concept of a study topic [58].…”

Section: Icmscementioning

confidence: 99%

Learning Problems of Prospective Teachers in Lectures Modern Physics During the Covid-19 Pandemic

Juandi,

Kaniawati,

Samsudin

et al. 2024

KSS

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Since the COVID-19 pandemic hit the world, many problems have been caused by accompanying effects, including impacts in the field of education. This study aims to explore the problems faced by physics education study program students in modern physics lectures in online learning during the COVID-19 pandemic. The method used in this study is a qualitative description with a questionnaire as a data collection technique. A total of 28 students who contracted modern physics courses and two lecturers who taught modern physics courses were participants in this study. The collected data were analyzed descriptively-qualitatively. After data analysis, several problems faced by students in attending modern physics lectures can be identified, namely: difficulty mastering concepts, internet signal interference, less interesting/monotonous learning, and never doing modern physics practicum. Limited tools are the main factor in the inability to carry out practicum. Even though practicum allows students to master abstract concepts of modern physics. Based on these findings, further research can be carried out that can facilitate students to more easily master modern physics concepts that are integrated with a practicum in the learning process. Keywords: learning problems, prospective teachers, lectures modern physics, covid-19 pandemic

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Higher order thinking skills, school-based assessment and students’ mathematics achievement: Understanding teachers’ thoughts

Cited by 14 publications

References 25 publications

The cognitive alignment of mathematics teachers’ assessments and its curriculum

The cognitive alignment of mathematics teachers’ assessments and its curriculum

A learning model promoting higher-order thinking skills and active citizenship with global mindedness

Learning Problems of Prospective Teachers in Lectures Modern Physics During the Covid-19 Pandemic

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