The instruments of higher order thinking skills

Kenedi, Ary Kiswanto

doi:10.31219/osf.io/vj8f4

Cited by 5 publications

(7 citation statements)

References 8 publications

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“…The second perspective was the "cognitive process theory," which viewed HOTS as a cognitive process. This viewpoint was supported by research such as Limbach and Waugh (2010), Lewis and Smith (1993), and King et al (1998), among others. According to Limbach and Waugh (2010), higher-order skills was seen as a gradual process involving internal mental processes such as reflection, expression, justification, interaction, discussion, and questioning.…”

Section: Connotations Of Mhotsmentioning

confidence: 85%

“…Lewis and Smith (1993) proposed that HOTS was the process through which an individual connected and reconstructed newly received information with existing memory to find solutions to complex problems in challenging environments. King et al (1998) contended that complex learning tasks required high levels of cognitive processes such as critical thinking, problem solving, and decision making, which he defined as HOTS (Lestari et al, 2021).…”

Section: Connotations Of Mhotsmentioning

confidence: 99%

“…Zohar and Dori (2003) outlined the process of HOTS in inquiry-based science education, including identifying a research question, planning an experiment, controlling variables, drawing inferences, formulating and justifying arguments, identifying implicit assumptions, and identifying reliable sources of information. Meanwhile, King et al (1998) considered HOTS as a process of selective, creative, logical, critical, and metacognitive thinking.…”

Section: The Structure Of Mhotsmentioning

confidence: 99%

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Development and validation of Mathematical Higher‐Order Thinking Scale for high school students

Zhou,

Ning,

Chen

et al. 2024

Psychology in the Schools

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Globally, significant attention is given to the cultivation and evaluation of Mathematical Higher‐Order Thinking Skills (MHOTS). This study aims to address the gap in developing and validating suitable MHOTS structures for high school students. In this study, 53 items were determined by experts in the field of mathematics education and scale development. The study group of this study consists of 654 students educated at the high school level. We decided to split the samples randomly in two by designating a random half as exploratory factor analysis (EFA) and the other half as confirmatory factor analysis (CFA). EFA was used to confirm a robust “four‐dimensional, nine‐factor” measurement structure, encompassing four key dimensions, namely mathematical critical thinking, mathematical creative thinking, mathematical problem‐solving, and mathematical metacognitive skills. The scale's quality was assessed through a retest using CFA and the structural validity was evaluated through CFA and correlation analysis. The criterion validity of the scale was also examined using math scores. The results from the double validity analysis showed that the scale had a reasonable and valid structure. The findings established the MHOTS for high school students as a reliable and valid instrument for measuring the level of MHOTS among high school students. This newly developed scale holds promise as an effective tool to assess and enhance mathematical higher‐order thinking in the student population.

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Section: Connotations Of Mhotsmentioning

confidence: 85%

Section: Connotations Of Mhotsmentioning

confidence: 99%

Section: The Structure Of Mhotsmentioning

confidence: 99%

See 1 more Smart Citation

Development and validation of Mathematical Higher‐Order Thinking Scale for high school students

Zhou,

Ning,

Chen

et al. 2024

Psychology in the Schools

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“…Ada berbagai pandangan terkait HOTS. Menurut King et al, (2010) kemampuan berpikir tingkat tinggi adalah kemampuan berpikir kritis, logis, reflektif, metakognitif, dan kreatif. Seseorang yang memiliki kemampuan berpikir tingkat tinggi terlihat dari kedalamannya memaknai sesuatu atau permasalahan dan memberikan solusi yang beda dari yang sebelum-sebelumnya.…”

Section: Pendahuluanunclassified

Pengaruh Model Pembelajaran Berbasis Masalah Terhadap Keterampilan Berpikir Tingkat Tinggi Dan Minat Belajar Ipa Siswa Sekolah Dasar Kelas V

I.G.A.S. Sumarniasih,

I.M. Ardana,

I.W. Suastra

2023

jurnal_pendas

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Penelitian eksperimen ini bertujuan untuk mengetahui pengaruh model pembelajaran berbasis masalah terhadap keterampilan berpikir tingkat tinggi dan minat belajar siswa. Penelitian ini dilakukan di SD Gugus V Sukawati dengan jumlah populasi 196 siswa kelas V. Dengan menggunakan cluster random sampling, 140 siswa terpilih sebagai sampel penelitian. Setelah sampel dipilih maka diberikan perlakuan selama 6 kali pertemuan. Untuk mengumpulkan data, ada 3 instrumen utama yang digunakan, yaitu : rencana pelaksanaan pembelajaran, tes keterampilan berpikir tingkat tinggi dan kuesioner minat belajar. Data yang diperloleh selanjutnya dianalisis dengan menggunakan multivariate analysis of variance. Hasil analisis menyatakan : 1) secara parsial, terdapat perbedaan keterampilan berpikir tingkat tinggi siswa yang dibelajarkan dengan model pembelajaran berbasis masalah dengan siswa yang dibelajarkan dengan model konvensional (0,001<0,05), 2) secara parsial, terdapat perbedaan minat belajar siswa yang dibelajarkan dengan model pembelajaran berbasis masalah dengan siswa yang dibelajarkan dengan model konvensional (0,001<0,05) dan 3) secara simultan, terdapat perbedaan keterampilan berpikir tingkat tinggi dan minat siswa yang dibelajarkan dengan model pembelajaran berbasis masalah dengan siswa yang dibelajarkan dengan model konvensional (0,001<0,05). Dengan demikian, dapat disimpulkan bahwa model pembelajaran berbasis masalah berpengaruh signifikan terhadap keterampilan berpikir tingkat tinggi dan minat siswa baik secara simultan dan parsial. Ini berimplikasi pada didorongnya penerapan model pembelajaran berbasis masalah untuk mengembangkan keterampilan berpikir tingkat tinggi dan minat siswa.

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“…Higher-order thinking skill (HOTS) is a thinking skill based on the cognitive level of Bloom's taxonomy which includes three levels of ability, namely analyzing, evaluating, and creating [1]- [3]. Another opinion says that HOTS includes critical, reflective, creative, and meta-cognitive thinking skills [4], [5] and reflection to solve problems, make decisions, innovate and create things [6], [7]. Besides that, HOTS is an important part of creative and critical thinking, and creative thinking pedagogy helps students develop more innovative ideas, idealized perspectives, and imaginative insights.…”

Section: Introductionmentioning

confidence: 99%

Preservice mathematics teacher knowledge of higher order thinking skills

Nenohai,

Dao Samo,

Garak

et al. 2024

EduLearn

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This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacherabout HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.

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The instruments of higher order thinking skills

Cited by 5 publications

References 8 publications

Development and validation of Mathematical Higher‐Order Thinking Scale for high school students

Development and validation of Mathematical Higher‐Order Thinking Scale for high school students

Pengaruh Model Pembelajaran Berbasis Masalah Terhadap Keterampilan Berpikir Tingkat Tinggi Dan Minat Belajar Ipa Siswa Sekolah Dasar Kelas V

Preservice mathematics teacher knowledge of higher order thinking skills

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