The Process of Thinking among Junior High School Student in Solving HOTS Question

Bakry, Bakry Ahmed; Bakar, Nor

doi:10.11591/ijere.v4i3.4504

Cited by 30 publications

(32 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Questions made by students only measure students' low-level thinking skills (LOTS). The results of this study are in line with Bakry & Md Nor Bakar (2015) which states that Junior high-school students with high-level thinking ability can fulfill aspects of analysis, evaluation and creation so that for highly capable students can meet the same three aspects as students who are also skilled in expressing opinions and making conclusions. However, for the ability to create where students make HOTS-oriented practice questions, there are differences in results, students have not been able to make HOTS-oriented practice questions, which are actually required to be mastered by students of Primary School Teacher Education Department.…”

Section: Hassupporting

confidence: 85%

“…Figure 3 contains the answers given by students in the medium category. The results of research by Bakry & Md Nor Bakar (2015) stated that students who have the power of thinking are able to achieve aspects of creating and expressing opinions but have not been able to conclude. The difference is that the research that has been done is that students are not able to make questions that are HOTS oriented so that they have similarities with students in high categories.…”

Section: Masmentioning

confidence: 99%

See 1 more Smart Citation

Higher-Order Thinking Skills (Hots) Analysis of Students in Solving Hots Question in Higher Education

Yuliati

Lestari

2018

PIP

View full text Add to dashboard Cite

Students of Elementary School Teacher Education programs must be able to have higher-order thinking skills (HOTS) so that they can train students to have HOTS through learning activities created when they have become elementary school teachers. This study aims to explain students' high-level thinking skills in solving HOTS-oriented questions in Instructional Evaluation courses. This study uses qualitative research methods with data collection techniques using cognitive test instruments in the form of descriptions. Data analysis techniques use simple descriptive statistics. The results showed the level of thinking ability of students in answering HOTS practice questions still needed improvement. Students who have high learning abilities are better at answering HOTS-oriented questions compared to students in the medium and low categories. Recommendations for future research are required learning modules that can facilitate learning activities that lead to HOTS so that students are skilled in answering and making HOTS-oriented practice questions for elementary school students when they become a teacher. References Abdullah, Abdul Halim; Mokhtar, Mahani; Halim, Noor Dayana Abd; Ali, Dayana Farzeeha; Tahir, Lokman Mohd; Kohar, U. H. A. (2017). Mathematics Teachersâ€™ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS). EURASIA Journal of Mathematics, Science and Technology Education, 13(1), 3â€“17. https://doi.org/10.12973/eurasia.2017.00601a Altun, M., & Akkaya, R. (2014). Mathematics teachersâ€™ comments on PISA math questions and our countryâ€™s studentsâ€™ low achievement levels. Hacettepe Ãœniversitesi EÄŸitim FakÃ¼ltesi Dergisi, 29(1), 19â€“34. Bakry, & Md Nor Bakar. (2015). The process of thinking among Junior High School students in solving HOTS question. International Journal of Evaluation and Research in Education (IJERE), 4(3), 138â€“145. Budsankom, P; Sawangboon, T; Damrongpanit, S; Chuensirimongkol, J. (2015). Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study. Educational Research and Review, 10(19), 2639â€“2652. doi:10.5897/err2015.2371 Chinedu, C. C., Olabiyi, O. S., & Kamin, Y. Bin. (2015). Strategies for improving higher order thinking skills in teaching and learning of design and technology education. Journal of Technical Educationand Training, 7(2), 35â€“43. Retrieved from http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/1081/795 Didis, M. G., Erbas, A. K., Cetinkaya, B., Cakiroglu, E., & Alacaci, C. (2016). Exploring prospective secondary mathematics teachersâ€™ interpretation of student thinking through analysing studentsâ€™work in modelling. Mathematics Education Research Journal, 28(3), 349â€“378. https://doi.org/10.1007/s13394-016-0170-6 Duan, J. (2012). Research about Technology Enhanced Higher-Order Thinking. IEEE Computer Society, (Iccse), 687â€“689. https://doi.org/10.1109/ICCSE.2012.6295167 Edwards, L. (2016). EDUCATION, TECHNOLOGY AND HIGHER ORDER THINKING SKILLS Lucy Edwards, 1â€“18. Ersoy, E., & BaÅŸer, N. (2014). The Effects of Problem-based Learning Method in Higher Education on Creative Thinking. Procedia - Social and Behavioral Sciences, 116, 3494â€“3498. https://doi.org/10.1016/j.sbspro.2014.01.790 Hugerat, M., & Kortam, N. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447â€“454. https://doi.org/10.12973/eurasia.2014.1107a Kaur, C., Singh, S., Kaur, R., Singh, A., & Singh, T. S. M. (2018). Developing a Higher Order Thinking Skills Module for Weak ESL Learners, 11(7), 86â€“100. https://doi.org/10.5539/elt.v11n7p86 King, F. J., Goodson, L., & Rohani, F. (1998). Higher order thinking skills. Publication of the Educational Services Program, Now Known as the Center for Advancement of Learning and Assessment. Obtido de: Www.Cala.Fsu.Edu, 1â€“176. Retrieved from http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf Kusuma, M. D., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The Development of Higher Order Thinking Skill (Hots) Instrument Assessment In Physics Study. IOSR Journal of Research & Method in Education (IOSRJRME), 07(01), 26â€“32. https://doi.org/10.9790/7388-0701052632 Marzano, R. J. (1993). How classroom teachers approach the teaching of thinking. Theory Into Practice, 32(3), 154â€“160. https://doi.org/10.1080/00405849309543591 McLoughlin, D., & Mynard, J. (2009). An analysis of higher order thinking in online discussions. Innovations in Education and Teaching International, 46(2), 147â€“160. https://doi.org/10.1080/14703290902843778 Miri, B., David, B. C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353â€“369. https://doi.org/10.1007/s11165-006-9029-2 Nagappan, R. (2001). Language teaching and the enhancement of higher-order thinking skills. Anthology Series-Seameo Regional Language Centre, (April 2000), 190â€“223. Retrieved from http://nsrajendran.tripod.com/Papers/RELC2000A.pdf Nguyen, T. (2018). Teachers â€™ Capacity of Instruction for Developing Higher â€“ Order Thinking Skills for Upper Secondary Students â€“ A Case Study in Teaching Mathematics in Vietnam, 10(1), 8â€“19. Puchta, H. (2007). More than little parrots: Developing young learnersâ€™ speaking skills. Www.Herbertpuchta.Com. Raiyn, J., & Tilchin, O. (2015). Higher-Order Thinking Development through Adaptive Problem-based Learning. Journal of Education and Training Studies, 3(4), 93â€“100. https://doi.org/10.11114/jets.v3i4.769 Retnawati, H., Djidu, H., Kartianom, K., Apino, E., & Anazifa, R. D. (2018). Teachersâ€™ knowledge about higher-order thinking skills and its learning strategy. Problem of Education in the 21st Century, 76(2), 215â€“230. Retrieved from http://oaji.net/articles/2017/457-1524597598.pdf Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Delta Pi Epsilon Journal, L(2), 90â€“99. https://doi.org/10.1023/A:1009682924511 Stahnke, R., Schueler, S., & Roesken-Winter, B. (2016). Teachersâ€™ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research. ZDM - Mathematics Education, 48(1â€“2). https://doi.org/10.1007/s11858-016-0775-y Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2017). Implementation of higher order thinking skills in teaching of science: A case study in Malaysia. International Research Journal of Education and Sciences (IRJES), 1(1), 2550â€“2158. Retrieved from http://www.masree.info/wp-content/uploads/2017/02/20170226-IRJES-VOL-1-ISSUE-1-ARTICLE-1.pdf Tan, S. Y., & Halili, S. H. (2015). Effective teaching of higher-order thinking (HOT) in education. The Online Journal of Distance Education and E-Learning, 3(2), 41â€“47. Thomas, A., & Thorne, G. (2009). How to increase higher level thinking | center for development and learning. The Center for Learning and Development Blog. Retrieved from http://www.cdl.org/articles/how-to-increase-high-order-thinking/ Thompson, T. (2008). Mathematics teachersâ€™ interpretation of higher-order thinking in Bloomâ€™s taxonomy. International Electronic Journal of Mathematics Education, 3(2), 96â€“109. https://doi.org/10.1126/science.318.5856.1534 Watson, J. M., Collis, K. F., Callingham, R. A., & Moritz, J. B. (1995). A model for assessing higher order thinking in statistics. Educational Research and Evaluation,(Vol.1). https://doi.org/10.1080/1380361950010303 Zohar, A. (2013). Challenges in wide scale implementation efforts to foster higher order thinking (HOT) in science education across a whole school system. Thinking Skills and Creativity, 10, 233â€“249. https://doi.org/10.1016/j.tsc.2013.06.002 Zohar, A., & Schwartzer, N. (2005). Assessing teachersâ€™ pedagogical knowledge in the context of teaching higher-order thinking. International Journal of Science Education, 27(13), 1595â€“1620. https://doi.org/10.1080/09500690500186592 Zulkpli, Z., Mohamed, M., & Abdullah, A. H. (2017). Assessing mathematics teachersâ€™ knowledge in teaching thinking skills. Sains Humanika, 9(1â€“4), 83â€“87. https://doi.org/10.11113/sh.v9n1-4.1129

show abstract

Section: Hassupporting

confidence: 85%

Section: Masmentioning

confidence: 99%

Higher-Order Thinking Skills (Hots) Analysis of Students in Solving Hots Question in Higher Education

Yuliati

Lestari

2018

PIP

View full text Add to dashboard Cite

show abstract

“…This important for student dominate HOTS, it needs to acquire a deep understanding of mathematical concepts and can be applied in real life. Students ability to develop the capacity of the HOTS is closely related to thinking processes while solving mathematics problems [13].…”

Section: Discussionmentioning

confidence: 99%

Developing Critical Skills of Management Students in Operational Research’s Course

Juniarso¹,

Murtianingsih²,

Arianto³

et al. 2019

Proceedings of the Proceedings of the 1st International Conference on Business, Law and Pedagogy, ICBLP 2019, 13-15 February 20

View full text Add to dashboard Cite

Student critical thinking can be developed through a learning process, application of problem-based learning. This study to describe the critical thinking skills of third management's students in research operational course. Students asked to intervene in a great variety of problem situations often characterized by high degrees of complexity and diversity Problem based learning able to develop critical thinking skills. This model able to teach students to use many concepts, principles, and skills to solve operational research problems. Data collection by researcher interacting directly with the research subject. The analysis used Facione (2006) describes critical thinking as a way for a person to regulate himself in judging something to produce interpretation, analysis, evaluation, inference, and presentation using evidence, concepts, methodologies, criteria, or contextual considerations that are used as the basis for doing decision-making. The results show that through learning based on operational research able to develop students' critical thinking skills, especially in terms of identifying, analyzing, solving problems, thinking logically, and drawing conclusions that are appropriate to the problem. This suggests that use problems that involve critical thinking of students in the learning process. The capacity of the HOTS is closely related to thinking processes while solving mathematics problems.

show abstract

“…Thinking is an activity in which the mind is made to make judgments, solve problems or make decisions on a problem based on the information and experience existing in everyday life [1]. Thinking and problem solving are two things are related because one of the goals of thinking is to solve the problem [2].…”

Section: Introductionmentioning

confidence: 99%

“…The way of thinking of students can be in solving mathematical problems. According to Polya in solving the problem, there are four stages namely (1) understanding the problem; (2) devising a plan; (3) carrying out a plan; (4) looking back [10]. Based on the stages can be identified how is the way of students thinking.…”

Section: Introductionmentioning

confidence: 99%

Relational Thinking of Student with Visual Impairment in Solving Mathematical Literacy Problem

Pratama¹,

Saputro²,

Riyadi³

2018

Proceedings of the University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017)

View full text Add to dashboard Cite

Abstract-This study aims to describe the relational thinking process in the student with visual impairment in solving mathematical problems. There are three categories of relational thinking: Establishing Relational Thinking, Consolidating Relational Thinking, and Relational Thinking Thoughts. The subjects of this research are students with vision impairment of low vision categories educated in inclusive school. The problem of mathematical literacy chosen is the literacy problem corresponding to PISA. The approach in this research is qualitative with descriptive research. The student with visual impairment is given problems related to mathematical literacy to determine the relational thinking process. Then the students were interviewed to determine the relational thinking process in solving the mathematical literacy. The results obtained are the relational thinking of student with visual impairment category low vision including into consolidating relational thinking.

show abstract

The Process of Thinking among Junior High School Student in Solving HOTS Question

Cited by 30 publications

References 1 publication

Higher-Order Thinking Skills (Hots) Analysis of Students in Solving Hots Question in Higher Education

Higher-Order Thinking Skills (Hots) Analysis of Students in Solving Hots Question in Higher Education

Developing Critical Skills of Management Students in Operational Research’s Course

Relational Thinking of Student with Visual Impairment in Solving Mathematical Literacy Problem

Contact Info

Product

Resources

About