Fostering Students’ High Order Thinking Skills through the Use of Interpretation Cards

Slamet Asari, Rohmy Husniah, Ulfatul Ma’rifah, Khoirul Anwar

Abstract


In teaching and learning process particularly at university level, High Order Thinking Skills (HOTS) should be an integral element to foster students’s critical and creative thinking. It should not only be designed for assessment purposes but also be implemented within classroom teaching process. This study is aimed at analyzing students’ HOTS encompassing three cognitive domains as parameters to identify students’ HOTS namely; analysing, evaluating, and creating. This is a mixed method study which is descriptively presented. The data collection was conducted by employing three observations during teaching learning process and distributing questionnaires to 32 students of English department in semester 5. In addition, students were selected using snowball technique and were interviewed. Both qualitative and quantitative approaches were used to data analysis. The finding reveals that indicators and characteristics of HOTS are presented very consistently during classroom teaching. Students frequently show critical and creative thinking through variety of ways when participating in the classroom teaching process. The Interpretation Card works so effectively and contributes vividly to the HOTS of the students.

Keywords


HOTS, Interpretation Card, Analysing, Evaluating, Creating

Full Text:

PDF

References


Barratt, C. (2014). Higher Order Thinking And Assessment. International Seminar on Current issues in Primary Education: Prodi PGSD Universitas Muhammadiyah Makasar.

Brookhart, S. M. (2010). How to assess higher order thinking skills in your classroom? ASCD. Alexandria.

Budsankom, P., Tatsirin, S., Suntorapot, D., & Jariya, C. (2015). Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study. Educational Research & Reviews, 10, 2639-2652. https://doi.org/10.5897/ERR2015.2371

Chinedu, C. C., Libunao, W. H., Kamen, Y. B., & Saud, M. S. B. (2014). Implementing Higher Order Thinking Skills in Teaching and Learning of Design and Technology Education. Paper presented at the International Seminar on Technical and Vocational Education, Johor-Malaysia.

Chinedu, C.C. & Kamin, Y. Olabiyi O. S. (2015). Strategies For Improving Higher Order Thinking Skills In Teaching And Learning Of Design And Technology Education Vol. 7, No.2 December 2015 ISSN 2229-8932 Journal of Technical Education and Training (JTET)

Conklin, W. & J. Manfro. (2012). Higher order thinking skills to develop 21st century learners. Shell Education Publishing, Inc. Huntington.

Hamalik, O. (2004). Proses Belajar Mengajar. Bumi Aksara: Jakarta

Kerka, S. (1992). Higher order thinking skills in vocational education: ERIC Clearinghouse.

Krathwohl, D. R., & Anderson, L. W. (2009). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.

Kusuma, R., & Abdurrahman, S. (2017). The Development of Higher Order Thinking Skill (Hots) Instrument Assessment In Physics Study, Universitas Lampung. Journal of Research & Method in Education (IOSRJRME), 7, 26-32.Limbach, B. & Waugh, W. (2009). Developing Higher Level Thinking. Journal of Instructional Pedagogies, 3(2), 1-9.

Nurhayatia, L. A. (2017). Analisis Kemampuan Berpikir Tingkat Tinggi Mahasiswa (Higher Order Thinking) dalam Menyelesaikan Soal Konsep Optika melalui Model Problem Based Learning. JPPPF - Jurnal Penelitian & Pengembangan Pendidikan Fisika, 3(2).

Rajendran, N., & Idris, P. U. P. S. (2008). Teaching & Acquiring Higher-Order Thinking Skills: Theory & Practice: Penerbit Universiti Pendidikan Sultan Idris.

Roestiyah. (2001). Strategi Belajar Mengajar. Jakarta: Rineka Cipta.

Sanusi, A. (2013). Kepemimpinan Pendidikan: Strategi Pembaruan, Semangat Pengabdian, Manajemen Moder. Nuansa Cendekia: Bandung.

Sudjana, N. (2004). Dasar – Dasar Proses Belajar Mengajar. Bandung: Sinar Baru, Algensindo Offset.

Sydoruk, P. D. (2018). An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program (Unpublished PhD Dissertation). Seton Hall University. 2495.

Woolfolk, A. (2008). Educational Psychology Active Learning (10th ed.). Pearson Education, Inc.




DOI: https://doi.org/10.7575/aiac.ijels.v.7n.4p.17

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.