The Effect of 21st-Century Learning on Higher-Order Thinking Skills (HOTS) and Numerical Literacy of Science Students in Indonesia based on Gender

Sepriyanti, N.; Nelwati, S.; Kustati, M.; Afriadi, J.

doi:10.15294/jpii.v11i2.36384

Cited by 6 publications

(6 citation statements)

References 30 publications

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“…It refers to an ability and the knowledge to use various kinds of symbols and numbers regarding basic mathematics in solving daily life problems in multiple contexts, analyze the information presented in some forms, such as table, graph, and diagram and provide interpretations related to those, and create decisions based on analysis and interpretation [2][3][4]. Additionally, it is a skill used to convert objects into symbols, organize the data, and decide the right formula to measure a certain object [5][6][7][8]. Knowledge regarding number of operations, sequences, and symbols is extremely required for students as a basis for carrying out mathematical operations.…”

Section: Introductionmentioning

confidence: 99%

“…Consequently, numerical literacy is so essential in that it is a basic ability in calculating and interpreting real objects appearing usually in daily life. Moreover, it can be an important skill for students in undergoing their careers in a variety of scientific disciplines in the future [8]. This implicates that it must be cultivated on students from now on in which it can be realized by training them like as finding the information using numbers around the school environment.…”

Section: Introductionmentioning

confidence: 99%

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ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

Ariani

2024

IJIET

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Numerous empirical studies related to the use of Information and Communication Technology (ICT) in mathematics learning for enhancing numerical literacy have been increasingly carried out in three last decades. Of those studies, however, it can be stated that ICT-based or -assisted mathematics learning has an inconsistent effect on numerical literacy. Consequently, this recent study aims to examine the effectiveness of ICT-based or -assisted mathematics learning on numerical literacy skills, and several substantial factors in differentiating students’ numerical literacy. A systematic review combined to meta-analysis was performed to carry out this study whereby 53 documents published in the period of 2001–2023 were involved as the data. Overall, those documents generated 64 units of effect size and 6,599 students. Some tests, such as Z, Q Cochrane, fill & trim, and funnel plot were used to analyze the data. The results of this current study reported that ICT-based or -assisted mathematics learning had positive moderate effect (g = 0.527; p < 0.05) on students’ numerical literacy, and significantly enhanced students’ numerical literacy. Additionally, educational level, learning environment, intervention duration, and instrument type were significant factors in differentiating students’ numerical literacy. Meanwhile, there was no sufficient evidence to state that other substantial factors, such class capacity, participant, technology used, mathematical content, and technology role significantly affected students’ heterogeneous numerical literacy. This study suggests mathematics educator, such as teacher and lecturer to integrate ICT in mathematics learning, especially in enhancing numerical literacy. Moreover, they have to consider some factors, such as educational level, learning environment, intervention duration, and instrument type in performing ICT-based or -assisted mathematics lesson, mainly in cultivating students’ numerical literacy.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

Ariani

2024

IJIET

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“…To develop HOTS, students must master factual, conceptual, and procedural aspects to be able to apply the knowledge they have and analyze each stage to find solutions (Hujjatusnaini et al, 2022). In this case, HOTS is needed to solve problems in the 21 st century, create superior quality human resources, and prepare them to solve problems in the future (Sepriyanti et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

How to Prepare HOTS to Face the 21st Century?

Jihannita,

Prasetyo,

Wilujeng

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Higher-order thinking skills (HOTS) have become a focus in the goal of providing education in Indonesia. The purpose of this study is to analyze the extent to which research that seeks HOTS in Indonesia is developed especially in relation to facing the 21st century, at present. The analysis is carried out on articles published nationally and internationally. The analysis was conducted on 26 articles indexed by SINTA and DOAJ. The findings show that research on higher-order thinking skills (HOTS) in Indonesia is dominated by the development of instruments used to measure students' HOTS as well as the application of learning using innovative methods to improve HOTS. Scientific disciplines developed on the basis of higher-order thinking skills are also very diverse with students in universities as a sample that is often used. HOTS is defined as based on the notion of a problem-solving thinking framework, Bloom's cognitive domain and its revisions, and HOTS Climate Change which emphasizes the level of innovation development. Most sample sizes are in the range of 50-100 samples. The most frequently used research design is RnD research

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“…HOTS is one of the keys to building good and quality human resources (Misrom et al, 2020). HOTS develops in students through various thought processes that range from low to high levels simultaneously (Kustati & Sepriyanti, 2022). 21st-century learning demands learning that can facilitate students to participate and actively expand their understanding.…”

Section: Introductionmentioning

confidence: 99%

HOTS-Oriented Student Worksheets with Blended Learning: Improving Students’ Science Process Skills

Nurulsari,

Nisa',

Viyanti

et al. 2023

OLER

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Today's education must meet the needs of 21st-century learning and developments in the digital age. HOTS and science process skills must be trained to carry out scientific investigations. This experimental research aims to identify the improvement of students' science process skills affected by HOTS-oriented student worksheets through blended learning conducted in one of the high schools in Pringsewu District, Lampung Province. The subjects of this study were students of class X SMA Negeri 2 Pringsewu, with a population of 180 people. The research sample was selected using a purposive sampling technique so that class MIPA 2 was obtained as an experimental class with a total of 29 students and MIPA 4 class as a control class with a total of 31 students. The research method used was a non-equivalent control group design which aims to look for the effect of a causal relationship between two factors. The data collection technique used was a pretest and posttest design using a science process skills instrument. The n-gain results show an increase in 5 indicators of students' science process skills, where the increase occurs in the medium category. The results showed an increase after using HOTS-Oriented Student Worksheets (SW) on impulse-momentum material through blended learning to improve students' science process skills.

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The Effect of 21st-Century Learning on Higher-Order Thinking Skills (HOTS) and Numerical Literacy of Science Students in Indonesia based on Gender

Cited by 6 publications

References 30 publications

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

How to Prepare HOTS to Face the 21st Century?

HOTS-Oriented Student Worksheets with Blended Learning: Improving Students’ Science Process Skills

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