Taking higher order thinking seriously: Using Marzano’s taxonomy in the economics classroom

Dubas, Justin M.; Toledo, Santiago

doi:10.1016/j.iree.2015.10.005

Cited by 34 publications

(18 citation statements)

References 20 publications

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“…The ability to think of analysis, evaluation, and creative is an indicator of high-level thinking skills or higher order thinking skills (HOTS) [6][7][8]. Higher order thinking skills (HOTS) is the widespread use of the mind to find new challenges [9].…”

Section: Introductionmentioning

confidence: 99%

Development Of The Three Tier Diagnostic Test Based 'Higher Order Thinking Skills' Instrument

Sari

Sunyono

2019

Jurnal Ilmiah Pendidikan Dasar

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This study developed a knowledge assessment instrument of three tier diagnostic tests based on higher order thinking skills (HOTS) which aims to diagnose students' understanding in higher-order thinking and reduce misconceptions. The research method uses ADDIE (Analysis-Design-Develop-Implement-Evaluate) and the subject is class VII junior high school students with 2017 odd semester curriculum materials. This study used HOTS-based knowledge assessment instruments of three tier diagnostic tests of 20 items. The results of the instrument expert validation test based on aspects of content, construct, and language assessment have an average score of 90, 88, and 89 with a proper assessment. The data were analyzed using rasch model and the item reliability index was 0.89, the reliability index of the respondents was 0.91, and Cronbach's alpha value was 0.93, which meant the reliability of the questions obtained was good. The results of the students 'answer patterns are six criteria: understanding concepts, misconceptions (+), misconceptions (-), misconceptions, guessing / lack of confidence / luck, and not understanding the concepts used to diagnose learners' understanding in measuring high-level thinking skills (HOTS) which is integrated with the dimensions of factual, conceptual and procedural knowledge. Misconceptions that occur in students have three criteria, namely misconception (+), misconception (-), and misconception, and the most experienced by students is a misconception (-) in the C4 cognitive level which is integrated with the conceptual knowledge dimension on the substance characteristic material . This misconception (-) can be reduced through the correct concept with the right reasons.

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Section: Introductionmentioning

confidence: 99%

Development Of The Three Tier Diagnostic Test Based 'Higher Order Thinking Skills' Instrument

Sari

Sunyono

2019

Jurnal Ilmiah Pendidikan Dasar

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“…Even sometimes for some subtopics, the teacher does not teach and even skip it. This is something that is wrong, considering HOTS-based environmental learning is very important for students because students after learning it can have a high HOTS (Afflerbach, Cho, & Kim, 2015;Bojey, Hui, & Campbell, 2014;Dubas & Toledo, 2016;Koutsoukos, Fragoulis, & Valkanos, 2015;Tanujaya, Mumu, & Margono, 2017).…”

Section: Resultsmentioning

confidence: 99%

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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“…Taksonomi juga dapat berfungsi sebagai sarana untuk menentukan kesesuaian tujuan, aktivitas, dan penilaian pendidikan dalam kelas, pelajaran, atau kurikulum sehingga kesenjangan antara kompetensi yang dibutuhkan dan kompetensi yang diajarkan dapat diminimalisir. Oleh sebab itu, beberapa peneliti mengemukakan makna taksonomi sebagai alat yang digunakan untuk mengklasifikasikan tujuan pendidikan (Dubas & Toledo, 2016) Perkembangan taksonomi dimulai pada tahun 1956 ketika Benjamin Bloom dan beberapa peneliti mempublikasikan taxonomy of educational objectives (Setiawan, 2018). Saat ini taksonomi dalam pendidikan telah mengalami perkembangan yang cukup pesat ditandai adanya penerapan konsep taksonomi dalam bidang pendidikan terutama dalam proses perencanaan, pelaksanaan dan proses evaluasi.…”

Section: Pendahuluanunclassified

“…Penerapan taksonomi baik dalam proses perencanaan, pelaksanaan dan evaluasi pembelajaran seharusnya tidak meninggalkan karakteristik utamanya yaitu kejelasan tujuan pembelajaran. Hal itu disebabkan karena taksonomi dalam pendidikan merupakan skema untuk mengklasifikasikan standarisasi target dan tujuan pendidikan (Dubas & Toledo, 2016;Krathwohl, 2002). Melalui proses tersebut, taksonomi akan menyediakan struktur tujuan pembelajaran secara terorganisir sehingga dapat memberikan makna yang dapat difahami secara umum.…”

Section: Pendahuluanunclassified

Menerapkan Bloom’s Taxonomy Revision Pada Tujuan Pembelajaran Umum Ranah Kognitif Kajian Persamaan Dasar Akuntansi

Setiawan¹

2018

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Penulisan artikel ini bertujuan untuk menerapkan revision Bloom’s taxonomy (RBT) pada tujuan pembelajaran umum ranah kognitif. Penerapan dilakukan tershadap kajian persamaan dasar akuntansi. Metode yang digunakan adalah melalui pengklasifikasian tujuan pembelajaran menggunakan RBT. Hasil analisis menunjukkan bahwa penerapan RBT pada tujuan pembelajaran umum ranah kognitif dapat dilakukan melalui dua cara yaitu (1) pengembangan tujuan pembelajaran umum, serta (2) penempatan tujuan pembelajaran pada dimensi proses berpikir dan dimensi pengetahuan. Kajian persamaan dasar akuntansi dapat dikembangkan menjadi tiga tujuan pembelajaran umum. Tujuan pembelajaran tersebut ditempatkan pada dimensi proses berpikir memahami, mencipta serta menerapkan. Pada dimensi pengetahuan, tujuan pembelajaran tersebut ditempatkan pada dimensi pengetahuan faktual, konseptual dan prosedural. Kata Kunci: revision Bloom’s taxonomy, tujuan pembelajaran umum, persamaan dasar akuntansi

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Taking higher order thinking seriously: Using Marzano’s taxonomy in the economics classroom

Cited by 34 publications

References 20 publications

Development Of The Three Tier Diagnostic Test Based 'Higher Order Thinking Skills' Instrument

Development Of The Three Tier Diagnostic Test Based 'Higher Order Thinking Skills' Instrument

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

Menerapkan Bloom’s Taxonomy Revision Pada Tujuan Pembelajaran Umum Ranah Kognitif Kajian Persamaan Dasar Akuntansi

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