Higher Order Thinking Skills to Enhance Millennial Students Through Active Learning Strategies

Abstract

This study aims to reveal the application of active learning strategy type student created a case study to improve motivation and learning outcomes. The research subject is a culinary education of home economics students. It was observed by tests, field notes, profile documentation. The analyzes were performed through interactive analysis techniques including data reduction, data presentation, and conclusions. The result shows the number of students with less diligent and tenacious in facing difficulties and duties before the action was held by 10.7%, at the end of the action becomes 71.43%. Students are less brave in answering questions and doing practice questions before the 50% action takes place, at the end of the action becomes 92.86%. Students are less happy in finding and solving problems before the action is 10.7%, at the end of the action becomes 78.57%. The results of written tests conducted before the action and after the action shows an increase in student learning outcomes. Prior to the result of the students' learning outcomes that get value> 70 equal to 21,43% and at the end of action become 78,57%. The conclusion of this research is the implementation of an active learning strategy type student created case study to improve higher order thinking skill was succeed.

Active Learning Pedagogy for Enriching Economics Students’ Higher Order Thinking Skills

“…Such questions require students to use higher order thinking skills and hence call for Economics teachers to design learning strategies that can encourage such skills (Kurniawati, 2021). Romadhoni and Nurlaela (2018) state that higher order questions are the questions that require students to conclude, hypothesise, analyse, apply, synthesise, evaluate, and engage in comparing and contrasting the ideas they come across. These activities require a student to demonstrate high levels of logical reasoning.…”