Identification of students difficulties in terms of the higher order thinking skills on the subject of work and energy

Permatasari, Anggita; Wartono,; Kusairi, Sentot

doi:10.1063/1.5054456

Cited by 4 publications

(4 citation statements)

References 7 publications

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“…Higher order thinking skills (HOTS) are activities that require critical and evaluative thinking, as well as decision making and problem solving. In addition, these results strengthen previous research which stated that the percentage of students' ability to evaluate work and energy materials was still low, which was only 28% (Permatasari et al, 2018). The lowest indicator increase in the control class is understanding.…”

Section: Discussionsupporting

confidence: 85%

How can interactive multimedia direct instruction model improve student cognitive learning outcomes?

Malík

Wandira

Kuntadi

et al. 2022

Momentum: Physics Education Journal

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This study aims to determine the implementation of the direct instruction model based on interactive multimedia and the lecture model as well as the differences in the improvement of students' cognitive learning outcomes after the two models are applied to the material of effort and energy. The method in this study uses a quasi-experimental method, with a Noneequivalent Control Group design. The research sample consisted of two classes, namely class X-IPA 1 as the experimental class and class X-IPA 2 as the control class, each consisting of 20 students. Data on the implementation of learning were obtain-ed through observation sheets and students' cognitive learning outcomes were obtained through multiple-choice tests. The data analysis technique used the calculation of the observation sheet, N-gain, and t-test. The results showed that the average percentage of all meetings on the implementation of learning in the experimental class was 82.78% with very good interpretation and 71.85% in the control class with good interpretation. The increase in students' cognitive learning outcomes in the experimental class was 0.58 in the medium category and in the control class was 0.29 in the low category. The results of hypothesis testing using an independent sample t-test showed the value of tcount (3.56) > ttable (2.02). The results showed that there were differences in the cognitive learning outcomes of students who studied with an interactive multimedia-based direct instruction model and lecture model. Thus, the interactive multimedia-based direct instruction model is better in improving students' cognitive learning outcomes in the matter of effort and energy. This study could be implemented in schools with proper or non-proper laboratory facilities for supporting the learning of physics.

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Section: Discussionsupporting

confidence: 85%

How can interactive multimedia direct instruction model improve student cognitive learning outcomes?

Malík

Wandira

Kuntadi

et al. 2022

Momentum: Physics Education Journal

View full text Add to dashboard Cite

show abstract

“…Moreover, the other finding of this study, that was HOTS in senior high school level was not optimally developed, was also similar to the information reported by the previous studies. Some of them were conducted in Malang (Permatasari et al, 2018) and Jogjakarta (Hadi et al, 2018). In addition, the low level of HOTS profile was also reported by a study involving the students in grade XII as the participants of the study (Ramadhan et al, 2018).…”

Section: Resultsmentioning

confidence: 71%

“…That is why some previous studies have highlighted the profile of Indonesian students' higher thinking skills. Those studies for instances involved junior high school students in Bandung (Diputera et al, 2018), senior high school students in Malang (Permatasari et al, 2018), Jayapura (Budiarti et al, 2017), and Jogjakarta (Hadi et al, 2018). However, there has not been any single study examining the influence of grades on the level of students' competencies in responding to higher-thinking questions.…”

Section: Introductionmentioning

confidence: 99%

The profile of students HOTS at Malang, Indonesia in responding to higher-thinking biology questions

Wicaksono

2021

Biosfer

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Higher Order Thinking Skills (HOTS) is one of the primary 21st-century skills that Indonesian schools have not optimally developed. The present study was aimed at 1) presenting the profile of students’ HOTS in Malang and 2) investigating the influence of grades on students’ HOTS. This quantitative study involved 559 students from 18 schools in Malang municipality as the participants. The data were collected using ten essay questions as the instrument and analyzed through descriptive statistics and one-way ANOVA as the data analysis techniques chosen in this study. This study revealed that first, the students of Junior High School in grades VII, VIII, and IX at Malang acquired a low level of HOTS. Second, the students of Senior High School performed an excellent level of HOTS. Third, there was a significant influence of the student's grades to the level of the students’ HOTS in which senior high school students accomplished a higher level HOTS than junior high school students. Therefore, to improve this essential skill, the students in Indonesian schools should be given as much exposure to teaching and assessment based on HOTS.

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“…This may be because higher-order thinking has long been identified as a key predictor of success (Lee & Choi, 2017). In the knowledge economy, higher-order thinking is even considered a fundamental competency requirement for the 21st century (Permatasari et al, 2018;Wu et al, 2019;Yao, 2012). This requires educational reforms in many countries or regions (Fensham & Bellocchi, 2013;Singh et al, 2018) and education to focus more on the development and development of students' higher-order competencies (Kurniawati, 2019).…”

Section: Hot Countries/regions Analysis Of Higher-order Thinking Researchmentioning

confidence: 99%

A Systematic Review of Higher-Order Thinking by Visualizing its Structure Through HistCite and CiteSpace Software

Liu

Sun

et al. 2021

Asia-Pacific Edu Res

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With the continuous reform of the education curriculum, the focus of the curriculum is to provide personal and social needs-related knowledge. In the teaching process for this type of knowledge, the cultivation of students' higher-order thinking has aroused widespread concern in the education field. In this paper, CiteSpace and HistCite bibliometric methods are utilized to analyse the higher-order thinking literature in the core collection of Web of Science. Through an analysis of the number of articles, the research topic words and the countries from which the papers were sent, the overall characteristics of international higher-order thinking research are summarized. The primary finding of this research is that the field of higher-order thinking is on the rise. Secondary findings are the focus of higher-order thinking research, which can be divided into four aspects: higher-order thinking ability, instruction of higher-order thinking, the curriculum and sections of higher-order thinking, and higher-order thinking learning. In short, this research helps researchers understand the development of higher-order thinking, provides a theoretical foundation and an entry point for research directions, and not only provides meaningful and valuable references for follow-up related research but also promotes the development of higher-order thinking practice.

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Identification of students difficulties in terms of the higher order thinking skills on the subject of work and energy

Cited by 4 publications

References 7 publications

How can interactive multimedia direct instruction model improve student cognitive learning outcomes?

How can interactive multimedia direct instruction model improve student cognitive learning outcomes?

The profile of students HOTS at Malang, Indonesia in responding to higher-thinking biology questions

A Systematic Review of Higher-Order Thinking by Visualizing its Structure Through HistCite and CiteSpace Software

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