Query: higher order thinking skills

title: Improving Students' Critical Thinking Skills in Cell Metabolism Learning Using Stimulating Higher Order Thinking Skills Model
abstract: Critical thinking skills are one of the important skills in dealing with the demands and challenges of the 21st century. This study aims to determine the effectiveness of Stimulating Higher Order Thinking Skills (Stim HOTs) model in improving students' critical thinking skills on cell metabolism topic. This research is quasiexperimental research with pretest posttest control group design in one high school in Surakarta, Indonesia in 2017/2018 academic year with one class as the experimental class by using Stim HOTs model while the other class as the existing class that uses discovery learning model. The data were obtained by using criticalthinking skill test instrument in the form of essay that has been through expert validations, namely the validation from the education and evaluation expert, biology expert, and the certified high school Biology teacher, as well as the empirical validation through try out. The result showed that the average score of critical thinking skill gain score calculation in the experimental class was higher by 0.66 compared to the existing class of 0.51.

title: Environmental Learning based on Higher Order Thinking Skills: A Needs Assessment
abstract: Environmental learning at the school and university levels, often still uses conventional learning. This is a problem, considering the ability of students' Higher Order Thinking Skills (HOTS) is very necessary for the 21st century. The purpose of this study is to do need assessment on learning media, teaching materials, learning materials, worksheets, and learning evaluations used in the learning environment in schools and universities. The study was conducted from November 2017 January 2019 at several schools in Bekasi and one university in Jakarta. The research method used is descriptive method with data collection techniques using observation and interviews. The results showed that media learning, teaching materials, learning materials, students worksheets, and learning evaluations at various levels were not all based on HOTS. HOTS based learning has been applied at the university level and senior high school but is still rarely used. This is due to the lack of development in environmental learning. The conclusion of this study is that environmental learning is not all HOTS based.

title: The effect of personal learning environments on participants' higher order thinking skills and satisfaction
abstract: The present study aimed to examine the effect of Personal Learning Environments on participants' higher order thinking skills and satisfaction. Two main instruments, namely a test for higher order thinking skills and a scale for participants' satisfaction with the course content of educational techniques were developed to achieve this aim. I Google Portal and Blackboard System were also used. The experimental approach was used to detect the relationship between the dependent variable, i.e. Personal Learning Environments versus Blackboard and the dependent variables mainly participants' higher order thinking skills and satisfaction. Fifty students took part in the present study. Findings showed that there was a statistically significant difference between the modified gain ratio of participants' degrees in the first experimental group that was taught through the Personal Learning Environments and second experimental group that received learning via Learning Management System in accordance to participants' higher order thinking and satisfaction in favor of the first experimental group.

title: Using WhatsApp in Teaching to Develop Higher Order Thinking Skills A Literature Review Using the Activity Theory Lens.
abstract: Most universities in Uganda encourage memorization as the predominant method of learning. This has been partly linked to limited practical pedagogical skills among educators, to effectively engage students to develop Higher Order Thinking Skills (HOTS) Consequently, students are not well prepared for the world after university. WhatsApp Enabled Learning (WAEL) has been found to support approaches to learning that promote development of HOTS, like inquiry, creativity, critical reflection and dialogue. Although many universities in Uganda have been using LMSs, there is little evidence that use of an LMS has enhanced development of HOTS. While the Ugandan society is catching on fast with use of WhatsApp due to increased access to mobile technology devices and Internet connectivity, use of WhatsApp in education is still limited. Additionally, there is limited research on the benefits of WAEL to development of HOTS in African countries. This paper examines how WAEL can facilitate development of HOTS through a general literature analysis and using the Activity Theory (AT) framework. The results show that WhatsApp has a great potential to support development of HOTS due to its affordances such as ubiquity, and AT provides a systematic and practical way to demonstrate this potential and how it can be applied.

title: Eliciting Elements of Higher Order Thinking Skills in the Higher Secondary Examination Question Structure in Japan and Malaysia
abstract: This study was aimed at eliciting the elements of Higher Order Thinking Skills (HOTS) in Japan through the Senta Shiken (sentaShi Yan henceforth, SS) examination paper, which is a standardised summative examination at the end of Japanese students' schooling. The Sijil Pelajaran Malaysia (Malaysian Certificate of Education, henceforth, SPM) was also used to compare the structure of examination questions in these two countries. This paper discusses the findings in the experimental session that was carried out in order to identify the experience of students in answering the two forms of examination questions. A total of 3 questions of the Physics subject from the same topic in SPM and SS were selected to be answered by the respondents that comprised of 11 students (3 females and 8 males) The problem solving process was performed on the computer using the mouse by the respondents and was recorded in the JING application. An interview session was also carried out after the respondents had completed the experimental session in order to help the analysis of the students' experience when answering the SPM and SS examination questions. Results of the study show that the structure of the SS questions in Japan can encourage students to think more critically compared to the structure of the SPM questions. It is hoped that the findings of this study can provide guidance to the education sector in Malaysia.

title: Developing Lup Instrument Test to Measure Higher Order Thinking Skills (HOTS) Bloomian for Senior High School Students
abstract: The study aims to developing lup instrument test for measurng higher order thinking skills of students in physics learning. The 4D stage of the model consists of define, planning, design, and disseminate stages. The assessment instrument was developed based on HOTS indicators include the ability to analyze (C4) evaluate (C5) and creat (C6) The test form is a reasoning multiple choice. Subject of this research were all student of XI MIA 1 and XI MIA2 on 2nd semester at SMA Negeri 1 Depok in academic year of 2017/2018. Result of this research are: 1) the higher order thinking skills test instrument proved valid and worthy of use in the learning process. Based on expert validation, the test is valid with Aiken V index value of 0.89, the average value and standard deviation of INFIT MNSQ is 1.01 0.09, and has a good degree of difficulty with a range of difficulty levels between 1.29 to 1.35. The higher order thinking skills test can also be used to measure students higher order thinking skills in physics learning with very low to excellent categories.

title: A Framework for Implementing Higher Order Thinking Skills (Problem Solving, Critical Thinking, Creative Thinking, and Decision Making) in Engineering Humanities
abstract: Learning skill is the ability to acquire basic knowledge and concepts across multiple dimensions (e.g. affective, psychomotor, and cognitive) Thinking is the ability to challenge and eventually develop acquired knowledge to a higher attainment level.The proposed framework models here are intended for developing, stimulating, and engaging students' complex thinking process skills. This is a higher order thinking level and consists of four subthinking skills, i.e. problem solving, critical thinking, creative thinking, and decision making. Common and supporting thinking skills of these four levels are identified and derived from the literature, and additional sublearning skills are defined as general capacities to perform a set of tasks and further development of students' higher order thinking abilities. Furthermore, questions for focusing thinking or learning activities are developed to transform learned knowledge and skills into practical activities. Hence, course assignments (e.g. homework and quizzes) and learning tools (e.g. mind map, flowchart) were developed to engage students in developing their skills in these four thinking levels. Learning assignments and tasks, as related to complex thinking and related subthinking skills, can be mapped to students' learning outcomes, assessed, and eventually allow evaluating learning skills. Proposed teaching activities' initial assessments show high improvement in student learning and were applied successfully in higher education and partially tested first grade students. Furthermore, it is implemented using a blended learning approach through providing skills based assignments (e.g. homework, quizzes) interactive lectures, and using learning tools such as mind maps. Initial assessment of students' outcomes showed an improvement by 20% as compared with course sections with typical course delivery mode.

title: The analysis of Higher Order Thinking skills in English reading comprehension tests in Malaysia
abstract: The current English language education in Malaysia has integrated the Higher Order Thinking Skills (HOTS) as part of its testing and evaluation system, which aims to enhance students' cognitive skills and abilities in learning. Having a higher order thinking ability at the earliest stage of formal education (primary and elementary levels) is essential in order to meet the growing demand for highly intelligent and professional workers in the future. The present study aims to identify the use of HOTS items in selected English reading comprehension examinations for Standard 6 students in Malaysia. 80 reading comprehension items were selected from various final examination papers distributed in eight different states in the country. Data were quantitatively analysed using content analysis based on the levels of cognitive listed in Bloom's Taxonomy. Apart from that, the data were also analysed based on a series of professional evaluations made by four content experts in the country. The findings indicate that most reading comprehension questions in the English examination papers need further revisions in order to achieve the standard of HOTS that have become part of the new curriculum and national education policy. Based on the findings, some practical suggestions have also been developed to further enhance the use of HOTS in English teaching and learning practices in Malaysia.

title: Buku penilaian berorientasi higher order thinking skills
abstract: Buku ini membahas tentang konsep penilaian dalam pembelajaran berorientasi pada keterampilan berpikir tingkat tinggi atau Higher Order Thinking Skills (HOTS) buku ini berisi konsep penilaian, teknik penulisan soal HOTS, serta langkah langkah penyusunan soal HOTS,

title: THE TEACHING OF HIGHER ORDER THINKING SKILLS (HOTS) IN MALAYSIAN SCHOOLS: POLICY AND PRACTICES
abstract: As a move towards educational transformation, the Ministry of Education (MOE) has established a policy on the teaching of Higher Order Thinking Skills (HOTS) and its practices are being emphasized throughout Malaysian education system. However, due to a lack of meta analysis, the types of pedagogical practices used by teachers in enhancing students' HOTS in the local context is unclear. This study used a meta analytical approach to fill in the gap in literature on the pedagogical practices of HOTS in Malaysian classrooms. A total of 32 empirical studies were included in the analyses. Therefore, this paper aims at synthesising the pedagogical practices of teaching HOTS among Malaysian teachers. The findings offered a synthesis of HOTS pedagogical practices employed by teachers in Malaysian schools, which could be categorised as practices that promote and practices that inhibit the teaching of HOTS. The synthesis revealed that some practices that promoted the teaching of HOTS were brainstorming, constructivist learning, inquiry teaching, thinking map, and problem based learning whereas some practices that inhibited the teaching of HOTS were teacher centered learning and teaching lower order thinking skills.