Study on Cultivating Students’ Critical Thinking Ability Through Higher Order Questioning

Feng, Zhiwen; Wei, Wen Shyang

doi:10.2991/iccessh-19.2019.170

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…All in all, what promotes thinking is good questions not correct answers, and the foremost successful strategy to think is to address questions which motivates individual thinking (Feng & Wei, 2019).…”

Section: Discussionmentioning

confidence: 99%

Promoting Students’ Higher-Order Thinking Skills Through Teacher’s Feedback in an EFL Classroom

Ariska¹,

Gustine²,

Setyarini³

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

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Higher-Order Thinking Skills (HOTS) has been mandated in the 2013 Curriculum in Indonesia. Despite a growing number of studies on how HOTS and the 2013 Curriculum are interrelated, only a few studies on how students particularly in a lower level of education have reported their classroom experience with HOTS especially with the help teacher's feedback. Therefore, this study aims at revealing how to promote students' higher-order thinking skills through teacher's feedback. A qualitative research was employed to investigate the phenomenon and one English teacher, and 31 students were involved as participants who were observed and interviewed. The findings showed that teacher implemented four models when assisting students in increasing their HOTS: (1) discussing students' reasoning; (2) providing feedback which functions as scaffolding; (3) offering feedback to students' responses with praise along with "what" questions; and (4) giving suggestions for the students' improvement transformed into challenges.

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Section: Discussionmentioning

confidence: 99%

Promoting Students’ Higher-Order Thinking Skills Through Teacher’s Feedback in an EFL Classroom

Ariska¹,

Gustine²,

Setyarini³

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

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“…Constructing essay questions requires the mastery of teaching materials, skills in writing questions, and teachers' creativity in choosing the stimulus questions according to the situation and conditions of the school environment. Regarding the above findings, the results of research by Feng and Wei (2019) revealed that the questions that lead to higher-order thinking skills will encourage students to solve complex problems so that they can improve and develop critical thinking skills and ability to create innovation. Thus, when preparing questions for writing scientific texts, the teachers determine the behavior to be measured and formulate the material that will be used as the basis for the question (stimulus) in accordance with the expected behavior of the students.…”

Section: Writing the Grid And Criteria Of Critical Thinking Test Itemsmentioning

confidence: 92%

Critical thinking assessment in the teaching of writing Indonesian scientific texts in high school

Rustam

Priyanto

2022

Jurnal Penelitian dan Evaluasi Pendidikan

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The assessment of critical thinking in the teaching of Bahasa Indonesia is an essential part of teaching syntax because most Bahasa Indonesia teachers of high schools in Jambi still use objective test assessments or low-order thinking skills (LOTS). In fact, there are still many Bahasa Indonesia teachers of high schools in Jambi who have not implemented HOTS-based assessment, so the teaching process and learning outcomes of writing HOTS-based scientific texts are still low. To overcome this problem, it is necessary to study the critical thinking assessments in writing Indonesian scientific texts in high school to find authentic and contextual assessment designs to achieve learning objectives. The research method used is a mixed method of the concurrent embedded design. The qualitative data were collected through interviews, observation, and documentation, while the quantitative data were collected by using an essay test. The results of the study indicate that Indonesian language teachers have designed critical thinking assessments in writing scientific texts by conducting basic competency (BC) analysis, analyzing competency achievement indicators (CAI) by considering action verbs (AV), making stimuli, making question grids, constructing question criteria, and scoring by considering critical thinking aspects, including (1) focus, (2) supporting reasons, (3) organization, (4) conventions, and (5) integration. Student learning outcomes in writing scientific texts show good critical thinking competence in accordance with learning objectives.

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Communicating Lesson Objectives and Effective Questioning in the Mathematics Classroom: The Ghanaian Junior High School Experience

Graham¹,

Staden²,

Dzamesi³

2021

INT J INSTRUCTION

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Study on Cultivating Students’ Critical Thinking Ability Through Higher Order Questioning

Cited by 3 publications

References 10 publications

Promoting Students’ Higher-Order Thinking Skills Through Teacher’s Feedback in an EFL Classroom

Promoting Students’ Higher-Order Thinking Skills Through Teacher’s Feedback in an EFL Classroom

Critical thinking assessment in the teaching of writing Indonesian scientific texts in high school

Communicating Lesson Objectives and Effective Questioning in the Mathematics Classroom: The Ghanaian Junior High School Experience

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