The Teaching of Higher Order Thinking Skills (Hots) in Malaysian Schools: Policy and Practices

Chun, Tiew Chia; Abdullah, Melissa Ng Lee Yen

doi:10.22452/mojem.vol7no3.1

Cited by 18 publications

(11 citation statements)

References 12 publications

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“…Some other ways to cultivate Higher Order Thinking Skills in the EFL classroom, especially writing skill, are paraphrasing, comparing and contrasting, questioning, reasoning, analyzing, the use of graphic organizers, problem solving, inferring, giving examples and making connections between concepts (Singh et al, 2020). According to Chun and Abdullah (2019), mind mapping, constructivist learning, problem based learning, inquiry and brainstorming can be employed in the English classroom.…”

Section: Higher Order Thinking Skills In the English Classroommentioning

confidence: 99%

Higher Order Thinking Skills in EFL classrooms: Evidence in five secondary schools

2023

KJSS

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The standard of process of primary and secondary education in 2013 curriculum implemented in Indonesia explicitly includes Higher Order Thinking Skills (HOTS) in learning principles. HOTS have become the skills that the learners should have for global competition. The English teacher must be able to create the proper instruction to promote students' higher order thinking skills. This study investigates how teachers implemented HOTS in the English classroom.It is a multiple case study involving twelve English teachers from five senior high schools in Jambi city. They were selected in terms of their teaching experience and the accreditation of the schools. The data were collected by using interview, observations and documents (lesson plans). The researcher organized the data from the interviews covering the participants' responses related to the implementation of HOTS in the learning stages, and justified the data from the interview by using the field notes and teachers' lesson plans. The data were analyzed using thematic analysis. There were two major themes found in this study, namely, (1) complete implementation of HOTS, and (2) partial implementation of HOTS.

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Section: Higher Order Thinking Skills In the English Classroommentioning

confidence: 99%

Higher Order Thinking Skills in EFL classrooms: Evidence in five secondary schools

2023

KJSS

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“…The teacher's role as a facilitator is to familiarize students with collaborative activities. Collaborative learning strategies will encourage students to think at a higher level to give feedback, brainstorm, encourage and question students as well as control the process of transferring learning to students (Van Leeuwen & Janssen, 2019;Chun Abdullah, 2019). The success of student achievement corresponds to the teacher's ability and role as a facilitator (Siregar, Rosli & Maat, 2019;Singh et al, 2018) in instilling high-level thinking to help them rise to a higher level Singh et al, (2018).…”

Section: Importance Of Teaching Style In Mathematicsmentioning

confidence: 99%

Gaya Pengajaran Guru Matematik Sekolah Rendah: Kajian Literatur

YEE MEI HEONG,

MAHMAD,

WAN HASSAN

et al. 2023

ijcfh

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Matematik merupakan salah satu mata pelajaran penting dalam sistem pendidikan negara. Namun, secara umumnya murid beranggapan bahawa matematik merupakan satu mata pelajaran yang agak sukar untuk dikuasai kerana mereka tidak mempunyai minat untuk belajar. Pemilihan gaya pengajaran yang sesuai dapat menarik minat murid untuk belajar. Secara tidak langsung proses pembelajaran juga dipermudahkan bagi membolehkan murid memahami isi pelajaran. Kejayaan atau kegagalan murid dikaitkan dengan gaya pengajaran yang digunakan oleh guru semasa mengajar. Gaya pengajaran guru menjadi salah satu komponen pemindahan kandungan pengajaran yang menyeluruh dan sebagai faktor penentu utama kejayaan pembelajaran murid. Oleh itu, gaya pengajaran yang diguna dalam Pengajaran dan Pembelajaran (PdP) haruslah bersesuaian dengan aktiviti dan objektif yang ingin disampaikan bagi meningkatkan kesediaan murid untuk belajar dan seterusnya tahap kefahaman mereka. Mathematics is one of the important subjects in the education system of this country. However, students generally think that Mathematics is a subject that is quite difficult to master because they do not have the interest to learn. The selection of appropriate teaching style(s) can attract students to learn. Indirectly, the learning process is also simplified, therefore allowing students to understand the content of lessons. The success or failure of students is associated with the teaching style(s) that teachers use while teaching. Indirectly, teachers’ teaching style(s) becomes one of the components of a comprehensive teaching content transfer and as a major determining factor of student learning success. Therefore, the teaching style(s) adopted in delivering Teaching and Learning (T&L) should be appropriate to the activities and objectives to be presented to students in order to increase students’ willingness to learn and in consequence, their level of understanding.

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“…Therefore, students need to be familiarized with HOTS-based learning for more complex life in the future (Sofyatiningrum et al, 2018). Improving HOTS capabilities requires different teaching methods and strategies to transfer information and knowledge easily and quickly (Chun & Abdullah 2019). Several positive impacts of online learning are strongly influenced by the lecturer's HOTS in teaching (Setena et al, 2021;Shah & Udgaonkar, 2018).…”

Section: Introductionmentioning

confidence: 99%

Perception of Religious Lecturers of Higher Order Thinking Skills and Students’ Academic Performance in Online Learning

Wigati

Mardeli

Astuti

et al. 2023

IJLTER

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Higher order thinking skills are an important element in facing the challenges of the 21st century. The application of higher order thinking skills in religious materials has been a significant concern. However, the lack of knowledge about the importance in religious learning has not been widely studied, especially in lecturers perception. This present study examined the lecturers' perceptions of implementing higher order thinking skills and the relevance to student academic performance in online learning. It employed a descriptive quantitative approach and engaged 33 lecturers and 63 students selected using a purposive sampling technique. All respondents who were involved consciously agreed to become research participants. Furthermore, the data collection instrument used a Likert scale consisting of 11 statements, documentation of test questions used in learning, and student learning outcomes. Instrument validation involved two experts with a reliability score above 0.7 and was declared valid. The learning outcomes instrument uses questions at the end of the semester for lecturers in Islamic education courses. Data were analyzed using SPSS 25. The results showed that 65.3% of lecturers applied higher order thinking skills in making question items. However, the document analysis showed contradictory data in which the items were categorized as lower order thinking skills, in line with students' low learning outcomes of 55.56%. These findings indicated a discrepancy between religious lecturers knowledge and higher education expectations for students of religious education programs. This research contributes to the development of higher order thinking skills concept in online learning practices.

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The Teaching of Higher Order Thinking Skills (Hots) in Malaysian Schools: Policy and Practices

Cited by 18 publications

References 12 publications

Higher Order Thinking Skills in EFL classrooms: Evidence in five secondary schools

Higher Order Thinking Skills in EFL classrooms: Evidence in five secondary schools

Gaya Pengajaran Guru Matematik Sekolah Rendah: Kajian Literatur

Perception of Religious Lecturers of Higher Order Thinking Skills and Students’ Academic Performance in Online Learning

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