Students’ Higher Order Thinking Skills and Their Relationships with Problem Posing Ability

Ngah, Norulbiah; Ismail, Zaleha; Tasir, Zaidatun; Said, Mohd Nihra Haruzuan Mohamad

doi:10.1166/asl.2017.7589

Cited by 7 publications

(6 citation statements)

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“…While (King, Goodson, & Rohani (2011) say higher order thinking skills are the ability to think that activated when students face unfamiliar problems, dilemmas over the answers to a question, in these situations students do not only use memorizing solutions but required to think critically and creatively in solving problems. Ngah, Ismail, Tasir, & Said (2017) say if higher order thinking skills are the ability to think high level in students that involve complex thought processes and thinking processes towards higher levels not just memorizing or simply repeating learning. The definition of higher order thinking skills is also delivered by Kusuma, et al (2017, p. 26) which says that higher order thinking skills is understood as the ability of students to connect lessons to elements related to things that have been learned to be associated.…”

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confidence: 99%

The Development Assessment Instruments of Higher Order Thinking Skills on Economic Subject

Kurniawan

Lestari

2019

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This research aims to develop Higher Order Thinking Skills (HOTS) based assessment instruments on economic subjects especially in Basic Competencies 3.4 price and inflation index. This study adopts the development model of Borg & Gall which is limited to five stages of development, namely, data collection, product design, product testing, product analysis and final product revision. This research was conducted on 33 students of Social Eleven One class at Senior High School 1 Cerme. This assessment instrument produces 15 multiple choice test and has been tested twice. This study shows the results that in the first and second trials the overall validity value of the problem is greater than r table which is 0.344 and the reliability value is 0.786 and 0.763. This shows that the assessment instrument is valid and reliable. While the test for the quantity of items consists level difficulty of the question, differentiating question and effectivity of distractor that meet the quality criteria of HOTS-based questions. Based on the results of the trial it was found that there were 7 students who were included in the "less" category. Overall, the average student has a high level of thinking ability that requires sufficient categories. So, the efforts to support the learning process continue to be needed which is useful for improving higher order thinking skills in students.

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confidence: 99%

The Development Assessment Instruments of Higher Order Thinking Skills on Economic Subject

Kurniawan

Lestari

2019

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“…According to (Heonga et al, 2012) states that individual idea are basic thinking element which can be consists on soft and hard elements (Heonga et al, 2012). Thoughts on all stages in one's mind is abstract in shape and it have the ability to visualize in our abilities and actions (Ismail & Tasir, April 2017). (Jerome, Lee, & Ting, 2017) classified these ideas generation as a higher order thinking skills (HOTS) it also demands very high level creative thinking correspondence with individual action (Jerome et al, 2017).…”

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confidence: 99%

Development and Validation of Higher Order Thinking Ability Test (HOTAT) in Biology for 10th Grade Students

Nazir¹

2021

plhr

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In our 21st century workplace, nations' need to acquire essential learning skills in a knowledge-based society. Idea generation is a thinking skill activity that requires a high degree of thinking and action. Higher Thinking (HOT) is one of the most desirable traits for educational and professional success in this era. Higher thinking helps students to excel in learning and living. This study focuses on the development and validation of higher order thinking abilities in the 10th grade biology test (HOTAT). This study consists of five steps (content selection, table specification, test validation, pilot testing, results and analysis, discussion and recommendations of test). Initially, 50 items are inductive and include expert-verified facial validity, content validity, construct validity, criteria validity, and item difficulty statistical results and discriminative analysis. Created using a deductive approach. Reliability analysis also confirmed the proper consistency of the equipment. After going through the validity and reliability process, a total of 30 items will remain as final items on this device. Learn all the details of item analysis, reliability analysis, and validation.

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“…The reason of considering the above-mentioned four skills is to contribute on enhancing students' HOTs. Ac-ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ cording to Ngah et al (2017), HOTs have always been an essential demand of the 21st education, and it has been increasingly discussed in the educational literature. Considering this significance, the present research views HOTs as a current educational approach that involves a complex thought process that focuses on thinking rather than just memorising facts or repeating such facts to teachers.…”

Section: Research Instrumentsmentioning

confidence: 99%

Effect of Scaffolding Strategies on Higher-Order Thinking Skills in Science Classroom

Alrawili

Osman

Almuntasheri

2020

JBSE

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Encouraging students’ higher-order thinking skills (HOTs) has become an ultimate objective for several education programmes. Being a significant domain of scaffolding strategies, HOTs has been considered as a concern that should persistently be at the vanguard of reform agenda of science. The present research aims to examine the effect of scaffolding strategies on HOTs of middle school science students in the context of Saudi Arabia. To carry out the research aim, quasi-experimental design has been applied based on multiple-choice questions comprising 20 questions all distributed on four skills, namely, application, analysis, evaluation and creation. The total population of the research was 84 grade 9 students who all sat for both pre-test and post-test. Convenient sampling was chosen as a sampling method that typically suits both the experimental group (42 students) and the control group (42 students). After collection, data were analysed using both descriptive analysis, mean and standard deviation, and inferential statistics including t-test, one-way analysis of variance (ANOVA) and multivariate ANOVA. The effect of scaffolding strategies on the four skills was found to be significant (p <.01). The present research can contribute to the enhancement of students’ HOTs, provided that scaffolding strategies are applied in science classes and, from a research perspective, will be a reference for researchers who are interested in scaffolding strategies in the context of either Saudi Arabia or other countries. Keywords: higher-order thinking skills, Saudi Arabia, scaffolding strategies, science education

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Students’ Higher Order Thinking Skills and Their Relationships with Problem Posing Ability

Cited by 7 publications

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The Development Assessment Instruments of Higher Order Thinking Skills on Economic Subject

The Development Assessment Instruments of Higher Order Thinking Skills on Economic Subject

Development and Validation of Higher Order Thinking Ability Test (HOTAT) in Biology for 10th Grade Students

Effect of Scaffolding Strategies on Higher-Order Thinking Skills in Science Classroom

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