Teachers understanding about cognitive level on science test items

Prihastuti, Indrie; Widodo, Ari

doi:10.1088/1742-6596/1157/2/022054

Cited by 2 publications

(2 citation statements)

References 7 publications

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“…The educational landscape in Indonesia regarding teachers' perception and skills in implementing HOTS in the classroom seems to present a similar outlook. Teachers felt that they lacked the knowledge and experience to construct HOTS-based questions, were not provided with the necessary learning materials and resources, and were impeded by their students' mixed ability (Prihastuti & Widodo, 2019;Retnawati et al, 2018;Tyas et al, 2019). A study on the perceptions of HOTS among teachers of different generations (Baby Boomers, X, and Y) revealed that teachers with more experience had more understanding of HOTS and were striving to implement it in the classroom (Mursyid & Kurniawati, 2019).…”

Section: Hots In the Classroommentioning

confidence: 99%

Hots Questioning Ability and Hots Perception of Language Teachers in Indonesia

Gozali

Lie

Tamah

et al. 2021

Indonesian J. Appl. Linguist.

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This study is part of a larger-scale research aimed at mapping the pedagogical competence of teachers of English and Indonesian Language across three cities of differing demographic features in Indonesia. As a subset of the study, this paper focused on investigating the ability to formulate higher-order thinking (HOT) questions in the classroom among the teachers, as well as getting their perception about applying HOTS in their classes. The mapping was done by comparing the abilities across teachers’ regions, years of service, and subjects taught (English and Indonesian Language). This research was designed as a case study involving quantitative and qualitative data analyses, with 15 (fifteen) secondary school teachers as the participants. Data were collected through classroom observations, document (lesson plan) analyses, as well as teachers’ interviews. Quantitative analysis was performed on the teachers’ scores in formulating HOTS questions, while teaching documents and transcripts were coded for qualitative analysis. Although the statistical results revealed no significant difference between the HOTS questioning scores of the teachers in the different regions and years of service, qualitative data suggested that language medium, as shown by the difference between English and Indonesian Language teachers, might be an important factor affecting the abilities of teachers to ask HOT questions, as well as their perception of the applicability of HOTS in their classes. The inquiry into the teachers’ perceptions of HOTS also displayed a gap between teachers in the bigger city and those in more remote regions, as well as between the novices and the practitioners.

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Section: Hots In the Classroommentioning

confidence: 99%

Hots Questioning Ability and Hots Perception of Language Teachers in Indonesia

Gozali

Lie

Tamah

et al. 2021

Indonesian J. Appl. Linguist.

View full text Add to dashboard Cite

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“…This is emphasized again by the fact that teachers are also still not familiar with training students' cognitive levels in material development. Teachers tend to perceive questions with lower cognitive levels as questions with higher cognitive abilities [8].…”

Section: Introductionmentioning

confidence: 99%

Integrated Design of Knowledge Dimensions and Thinking Process Level on Measurement Materials for High School Physics Learning

et al. 2021

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The learning objectives in the 2013 Curriculum expect changes and improvements in students' competencies. To encourage the achievement of these learning objectives, the learning tools should refer to the Graduate Competency Standards (SKL) which have been regulated in Permendikbud number 20 of 2016. It is explained that the revised Bloom's taxonomy is a reference in developing SKL. The revised Bloom's Taxonomy developed by Anderson and Krathwohl in 2001 categorizes learning outcomes by referring to the dimensions of knowledge and levels of thinking processes. However, the reality is that the intensity of the dimensions of knowledge and the level of thinking processes in learning devices is still not balanced. So, the learning objectives can not be achieved optimally. This study aims to produce a design in the form of a learning device that is oriented to the integration of the dimensions of knowledge and the level of thinking processes. The type of research used is R & D (Research and Development) using a development model, namely the ADDIE model which consists of 5 stages, namely Analysis, Design, Development, Implementation, and Evaluation. In this study, it was only limited to the third stage with valid criteria. The results showed that the learning tools oriented to the integration of the dimensions of knowledge and the level of thought processes were in the very valid category with an overall average value of 3.38

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Teachers understanding about cognitive level on science test items

Cited by 2 publications

References 7 publications

Hots Questioning Ability and Hots Perception of Language Teachers in Indonesia

Hots Questioning Ability and Hots Perception of Language Teachers in Indonesia

Integrated Design of Knowledge Dimensions and Thinking Process Level on Measurement Materials for High School Physics Learning

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