Higher-order thinking word problem-solving errors made by low-performing pupils: Comparative case study across school types in Malaysia

Suseelan, Menaga; Meng, Chew Cheng; Chin, Huan

doi:10.1007/s12144-022-03271-z

Cited by 4 publications

(6 citation statements)

References 40 publications

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“…The PBL model can improve high-level thinking skills because in the learning process students was encouraged to solve high-level problems, so they are accustomed to using high-level thinking skills, such as the ability to analyze, evaluate and create. In accordance with previous research that an important factor in the success of the problem-based model is student participation (Lee & Lai, 2017;Suseelan et al, 2022).…”

Section: Discussionsupporting

confidence: 91%

“…Learners are trained to develop analytical thinking processes by solving problems given at the beginning of learning. Based on the problem solving result sheet, it can be seen that students are able to parse information by writing down what is known and asked according to what is meant in the problem and are able to use concepts to determine good steps for solving (Shpeizer, 2018;Suseelan et al, 2022). Indicators of analyzing problems can be seen from the way students solve questions, namely being able to describe information, understand concepts, and use appropriate problem solving steps (Kabataş Memiş & Çakan Akkaş, 2020;Podina et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Students' thinking skills in solving science problems are needed to train their HOTS. The PBL model involves students in solving real problems according to the steps of the scientific method so that students' HOTS can be developed (Noone & Hogan, 2018a;Suseelan et al, 2022). Students need to be trained in their HOTS skills so they can be creative and innovative in solving various problems they face.…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of Problem Based Learning Model in Improving Students' Higher Order Thinking Skills

Arviani,

Wahyudin,

Dewi

2023

j. pendidik. indonesia.

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This research was motivated by the low ability of students to understand scientific concepts and solve scientific problems. The aim of this research is to analyze the effectiveness of the PBL learning model in improving Higher Order Thinking Skills (HOTS) abilities. A quantitative approach was used in this research using the Quasi Experimental method with a Non Equivalent Control Group design to determine the effectiveness of learning using the problem based learning (PBL) model in improving students' high-level thinking skills in vocational school student product competencies. The sample selection technique used was purposive sampling by selecting a sample of 200 class III vocational school students. Data is collected by using is pretest-intervention-posttest. The test conducted in normality, homogeneity, and hypothesis tests. The results of the research show that the problem-based learning method is effective in improving high-level thinking abilities significantly compared to control abilities using conventional methods. Overall student cognitive learning outcomes from the pre-test and post-test always increase, where in the experimental class it increases from 28.45 to 68.6 while in the control class it increases from 23.78 to 55.32. Then a Wilcoxon test of 0.000 (2-tailed sig <0.05) was carried out to determine the magnitude of the intervention effect. Based on the test results, students who received intervention with PBL experienced a significant increase in high-level thinking skills in product competency for vocational school students compared to students who received intervention with conventional methods.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Effectiveness of Problem Based Learning Model in Improving Students' Higher Order Thinking Skills

Arviani,

Wahyudin,

Dewi

2023

j. pendidik. indonesia.

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“…The result revealed that there was a misconception of students about equation. Suseelan et al (2022) investigated the mistakes made by low-ability students in solving word problems. The results of the investigation revealed that students' procedural skills need to be improved (Jusoh et al, 2023;Indrianto et al, 2024).…”

Section: Introductionmentioning

confidence: 99%

Analyzing Students’ Thinking in Mathematical Problem Solving Using Vygotskian Sociocultural Theory

Hiltrimartin,

Afifah,

Scristia

et al. 2024

RGSA

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Objective: This study aims to investigate students' thinking in solving mathematical problem solving (MPS) using the Vygotskian sociocultural theory (SCT) in the form of mathematical objects. Method: This qualitative study involved 34 high school students in Palembang, 20 female and 14 male students. Data were obtained from students' work and video recordings when students solved problems. The analysis of students' work was reviewed from the semiotic system to see the students' semiotics, including languages (natural and alphanumeric), concepts and propositions, procedures, and arguments. The video recordings were analyzed to assess communication and collaboration among students during problem-solving activities. Research Findings and Discussions: Analyzing students' work and video recordings revealed significant insights into their problem-solving strategies and sociocultural interactions. Through semiotic analysis, it was possible to observe how students expressed and communicated mathematical ideas. Moreover, examining video recordings elucidated communication and collaboration dynamics within the classroom context. These findings shed light on the effectiveness of integrating Mathematical Problem Solving (MPS) with Socio-Cultural Theory (SCT) principles in fostering algebraic thinking and enhancing students' mathematical abilities. Research Implication: The findings of this study hold implications for both research and practice in mathematics education. They provide valuable insights for designing instructional approaches that promote collaborative problem-solving and facilitate the development of algebraic thinking skills. Additionally, the application of Vygotskian SCT in mathematics classrooms offers a promising avenue for cultivating a supportive sociocultural environment conducive to learning. Originality/Value: This study contributes to the existing literature by offering a comprehensive exploration of MPS through the lens of Vygotskian SCT, mainly focusing on using mathematical objects as mediational tools. By examining students' semiotic systems and sociocultural interactions, this research enhances our understanding of the complex processes involved in mathematical problem-solving and underscores the importance of sociocultural factors in shaping students' mathematical experiences.

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“…Several previous studies have mostly focused on students' critical thinking skills at the secondary school level in various fields (Hwang et al, 2023;Noone & Hogan, 2018a;Suseelan et al, 2022). However, there has been no research that reveals aspects of the ability and disposition of critical thinking skills at the same time in the field of science in secondary schools.…”

Section: Introductionmentioning

confidence: 99%

Role of Teaching Strategies in Promoting Students’ Higher Order Thinking Skills and Critical Thinking Dispositions

Arviani,

Wahyudin,

Dewi

2023

IJLTER

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One of the causes of students' low higher level thinking abilities is the use of teaching strategies. This research aims to investigate the role of higher order thinking skills teaching strategies to improve students' critical thinking skills in science learning. The research design used was quasi-experimental by dividing students into three groups, namely the experimental class which received teaching strategy intervention that encouraged higher level thinking skills, while the other two groups were students majoring in science and non-science who received traditional teaching intervention. The participants involved were 300 vocational school students. The instruments used in this research are critical thinking skills assessment instruments, dispositions observation sheet of teaching strategies used by the teacher, and question sheets that reveal the teacher's perspective on higher order thinking skills. Quantitative analysis was applied to the data and included descriptive statistics and ANOVA tests and was strengthened by qualitative data analysis using analysis of interview results. Research findings show that students in the experimental group showed significant improvements in all components of critical thinking and dispositional aspects. The increase in critical thinking skills appears significant in all aspects, namely evaluative, identification and inference. Improvements in the disposition aspect can be seen in the ability to seek the truth, the ability to open one's mind, self-confidence, and maturity in facing problems. In addition, teaching designed to improve high-level thinking skills has intensity in several activities such as always presenting problems in context, open discussions, encouraging students to experiment, being inquiry-oriented, and providing many opportunities to develop critical thinking skills. This research means that students' critical thinking abilities can be improved by designing teaching that integrates several methods that encourage them to think critically. Researchers recommend the need for teacher professional development programs, especially in the use of teaching strategies that encourage higher order thinking skills in the teaching process.

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Higher-order thinking word problem-solving errors made by low-performing pupils: Comparative case study across school types in Malaysia

Cited by 4 publications

References 40 publications

The Effectiveness of Problem Based Learning Model in Improving Students' Higher Order Thinking Skills

The Effectiveness of Problem Based Learning Model in Improving Students' Higher Order Thinking Skills

Analyzing Students’ Thinking in Mathematical Problem Solving Using Vygotskian Sociocultural Theory

Role of Teaching Strategies in Promoting Students’ Higher Order Thinking Skills and Critical Thinking Dispositions

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