Scaling up higher order thinking skills and personal capabilities in primary science: Theory-into-policy-into-practice

Murphy, Colette; Bianchi, Lynne; McCullagh, John F.; Kerr, Karen

doi:10.1016/j.tsc.2013.06.005

Cited by 38 publications

(36 citation statements)

References 6 publications

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“…On the other hand, metacognitive skills and creative thinking are classified as high level thinking skills. Higher-order thinking skills are skills for analyzing, evaluating, and creating [36][37].…”

Section: Discussionmentioning

confidence: 99%

The Contribution of Metacognitive Skills and Creative Thinking Skills in 21<sup>st</sup> Century Learning

Yusnaeni¹,

Corebima²,

Susilo³

et al. 2020

ujer

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This is a correlational research related to the multiple correlation between metacognitive skills and creative thinking skills with students' cognitive learning results. This research aimed at investigating the contribution of metacognitive skills and creative thinking skills simultaneously on the cognitive learning results of 226 senior high school science students of Kupang, Indonesia. Metacognitive skills and creative thinking skills were measured integrated with cognitive test. The assessment of metacognitive skill, creative thinking skill, and cognitive learning results developed was validated before being used. The results of the research showed that metacognitive skills and creative thinking skill simultaneously had a high contribution on students' cognitive learning results as much as 62.78%. Metacognitive skills had a higher contribution to cognitive learning results as much as 50.26%, while the contribution of creative thinking skill was 12.52%. Based on this result, teachers need to empower students' metacognitive skills and creative thinking skills in learning because both thinking skills are required in 21st century.

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Section: Discussionmentioning

confidence: 99%

The Contribution of Metacognitive Skills and Creative Thinking Skills in 21<sup>st</sup> Century Learning

Yusnaeni¹,

Corebima²,

Susilo³

et al. 2020

ujer

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“…The relationship between HOTS and disaster when it is closely related to disaster is a complex environmental problem [20][21][22]. This complex environmental problem must be solved with HOTS capabilities.…”

Section: Resultsmentioning

confidence: 99%

Environmental learning about flood disaster in university: Students HOTS for preliminary analysis to develop DIFMOL model

et al. 2020

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Environmental education during a pandemic is something that must be focused especially on natural disasters. One of the skills needed to solve natural disasters is Higher Order Thinking Skills (HOTS). The purpose of this study was to describe student HOTS to develop a Disaster Mitigation of Flood based on the Online Learning (DIFMOL) model. The research method used descriptive with data collection techniques using surveys. The results showed that the student’s HOTS score was still in the very low category (33.09). This makes DIFMOL need to be developed for students, especially in aspects related to HOTS, which are still weak for aspects of flood disasters. Environmental education innovation is important to improve students’ ability to overcome environmental problems. DIFMOL in this case, acts as an environmental education innovation related to the disaster that can be developed. This study concludes that students’ HOTS scores are still in the very low category and need improvement. DIFMOL is suggested to be developed in the next research.

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“…Previous research often only developed various HOTS-based learning tools but did not need the needs assessment first. Although indeed there are many results of previous studies which show that the development has succeeded in influencing HOTS students (Hugerat & Kortam, 2014;Murphy, Bianchi, McCullagh, & Kerr, 2013;Saido, Siraj, DeWitt, & Al-Amedy, 2018). But still, need more comprehensive need assessment from various levels of education.…”

Section: Introductionmentioning

confidence: 98%

Environmental Learning based on Higher Order Thinking Skills: A Needs Assessment

Ichsan

Sigit

Miarsyah

2019

Int.J.Edu.Voc.Studies

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Environmental learning at the school and university levels, often still uses conventional learning. This is a problem, considering the ability of students' Higher Order Thinking Skills (HOTS) is very necessary for the 21st century. The purpose of this study is to do need assessment on learning media, teaching materials, learning materials, worksheets, and learning evaluations used in the learning environment in schools and universities. The study was conducted from November 2017 - January 2019 at several schools in Bekasi and one university in Jakarta. The research method used is descriptive method with data collection techniques using observation and interviews. The results showed that media learning, teaching materials, learning materials, students worksheets, and learning evaluations at various levels were not all based on HOTS. HOTS-based learning has been applied at the university level and senior high school but is still rarely used. This is due to the lack of development in environmental learning. The conclusion of this study is that environmental learning is not all HOTS-based.

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Scaling up higher order thinking skills and personal capabilities in primary science: Theory-into-policy-into-practice

Cited by 38 publications

References 6 publications

The Contribution of Metacognitive Skills and Creative Thinking Skills in 21<sup>st</sup> Century Learning

The Contribution of Metacognitive Skills and Creative Thinking Skills in 21<sup>st</sup> Century Learning

Environmental learning about flood disaster in university: Students HOTS for preliminary analysis to develop DIFMOL model

Environmental Learning based on Higher Order Thinking Skills: A Needs Assessment

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