Asesmen Keterampilan Berpikir Tingkat Tinggi
DOI:
https://doi.org/10.36312/e-saintika.v3i2.128Keywords:
Pemecahan masalah, Berpikir kritis, Berpikir kreatif, Literasi sains, Argumentasi ilmiah [Problem solving, Critical thinking, Creative thinking, Scientific literacy, Scientific argumentation]Abstract
[Title: Higher Order Thinking Skills Assessment]. At present, the scope of transformation seems endless, from cars that park themselves without drivers to the production of cars on location through 3D printing. The wearable technology is controlled by the human mind. The coming era of individuals who can face the complexities of life are individuals who have competencies that cannot be replaced by robots, such as empathy, inspiring skills, and higher-order thinking skills. Severe challenges for education to prepare students to become workers who can adapt to new tasks and processes can be overcome by practising higher-order thinking skills. Higher-order thinking skills (HOTS) can be trained in schools through the application of constructivist-based learning models. In education, interrelated models, goals, and assessments are called triangle education anchors. Thus, if you want to learn objectives to achieve higher-order thinking skills, then the implementation of learning (models) and their measurement (assessment) must be managed to achieve these goals.Downloads
References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and
assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete ed.).
New York: Longman
Akinbobola, A. O. & Afolabi, F. (2010). Analysis of Science Process Skills in West African Senior Secondary School Certificate Physics Practical Examinations in Nigeria. American-Eurasian Journal of Scientific Research 5 (4): 234-240, 2010 ISSN 1818-6785 © IDOSI Publications, 2010.
Barahal, S. (2008), Thinking about Thinking: Pre- Service Teachers Strengthen their Thinking Artfully, Phi Delta Kappan 90 (4)
Baumert, J. (1997). Scientific literacy: A German perspective. In W.Graeber & C. Bolte (Eds.), Scientific literacy. An international symposium (p. 167-180). Institut für die Pädagogik der Naturwissenschaften (IPN): Kiel, Germany.
Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. Alexandria, Virginia USA: ASCD Publication.
Bybee, R. (Ed.). 2002. Learning science and the science of learning. Arlington, VA: NSTA Press
Chowning, T.J., Griswold, J.C., Kovarik, D.N., Collins, J.L . (2015). Fostering Critical Thinking, Reasoning, and Argumentation Skills through Bioethics Education. PLoS One. 2012;7(5):e36791. doi: 10.1371/journal.pone.0036791. Epub 2012 May 11
Ennis, R. H. (2014). The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities. Diambil 11 Agustus 2019 dari http://faculty.education.illinois.edu/rhennis/documents/TheNatureof CriticalThinking_51711_000.pdf, (4 September 2014)
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive– developmental inquiry. American Psychologist, 34(10), 906-911.
Fuad, N.M. (2017). Pengaruh Model pembelajaran Differentiated Science Inquiry dipadu Mind Map Terhadap Hasil Belajar Kognitif IPA-Biologi, Keterampilan berpikir Kritis dan Kreatif ditinjau dari gender pada siswa SMP Negeri Di Kabupaten Kediri. Disertasi Tidak diterbitkan. Pascasarjana. Universitas Negeri Malang.
Gallagher, J., & Harsch, G. (1997). Scientific literacy: Science education and secondary school students. In W.Graeber & C. Bolte. (Eds.). Scientific literacy: An international symposium (p. 13-34). Institut für die Pädagogik der Naturwissenschaften (IPN): Kiel, Germany.
Khatphalia, S. S., & See, E. K. (2016). Improving Argumentation through Student Blogs. System, 58, 25-36. doi:10.1016/j.system.2016.03.002
King, F. J., Rohani, F., & Goodson, L. (1997). State Wide Assessment Of Listening And Verbal Communicatio Skills, Information Literacy Skills, And Problem-Solving Skills. Tallahassee: Florida State University.
King, F. J., Goodson, L., & Rohani, F. (2013). Higher Order Thinking Skills. Retrieved from http://www.cala.fsu.edu
Kong, Y.T., Kang, J.M. (2016). Case Study of Science Writing with Argumentation on Biological ethics (I) International Journal of Applied Engineering Research 7 4731-4735
Kutluca, A.Y., Cetin, P.S., Dogan, L. (2014). Content Knowledge on Scientific Argumentatio Quality: Cloning Context. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education 8 1-30
Lai, C.M. (2012). Nature of Science Knowledge and Scientific Argumentation Skills in Taiwanese College Biology Students (USA, Ohio State University)
Mahanal, S., Zubaidah,S., Bahri, A., Dinnurriya, M.S. (2016). Improving students’ critical thinking skills through Remap NHT in biology classroom. Asia-Pacific Forum on Science Learning and Teaching, 17(2), Article 11, p.3 (Dec., 2016).
Mahanal, S., Zubaidah, S., Sumiati, I. D., Sari, T. M., & Ismirawati, N. (2019). RICOSRE: A Learning Model to Develop Critical Thinking Skills for Students with Different Academic Abilities. International Journal of Instruction, 12(2), 417-434. https://doi.org/10.29333/iji.2019.12227a
Mahanal, S. & Zubaidah, S. (2017). Model Pembelajaran Ricosre Yang Berpotensi Memberdayakan Keterampilan Berpikir Kreatif. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Volume: 2 Nomor: 5 Bulan Mei Tahun 2017 Halaman: 676—685
Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes. Alexandria VA: Association for Supervision and Curriculum Development..
Meece, J. L., & Miller, S. D. (1999). Changes in elementary school children’s achievement
goals for reading and writing: Results of a longitudinal and an intervention study.
Scientific Studies of Reading, 3, 207–229.
Mukti,W.R., Yuliskurniawati, I.D., Noviyanti, N.I., Mahanal, M., Zubaidah, S. (2019). A Survey of High School Students’ Scientific Literacy Skills in Different Gender. The International Seminar on Bioscience and Biological Education IOP Conf. Series: Journal of Physics: Conf. Series 1241 (2019) 012043 IOP Publishing
Myers, C.P. (2015). The Effect of Argument Driven Inquiry on Student Understanding on High School Biology Concepts. Montana: Montana State University.
Norris S.P., & Phillips, L.M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87, 224-240
Norris, S. P., & Ennis, R. H. (1989). Evaluating critical thinking. Pacific Grove, CA: Critical
Thinking Press & Software.
Noviyanti, N.I., Mukti, W.R., Yuliskurniawati, I.D., Mahanal, S., Zubaidah, S. (2019). Students’ Scientific Argumentation Skills Based on Differences in Academic Ability. The International Seminar on Bioscience and Biological Education IOP Conf. Series: Journal of Physics: Conf. Series 1241 (2019) 012043 IOP Publishing
OECD. (2016), PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematics and Financial Literacy. Paris: OECD Publishing.
Pólya, G. 1988. How to Solve It. Princeton: Princeton University Press.
Quellmalz, E.S. (1985). Needed: Better Methods for Testing Higher-Order Thinking Skills. Education Leadership. Retrivied 11 Agustus 2019. https://pdfs.semanticscholar.org/2b0e/93706824be685c9a22708e0b33a990f04612.pdf
Resnick, L. (1987). Education and Learning to Think. Washington, DC: National Academy Press.
Rhashvinder K. A. Singh , Charanjit K. S. Singh , Tunku M. T. M. , Nor A. Mostafa1 & Tarsem S. M. Singh. (2018). A Review of Research on the Use of Higher Order Thinking Skills to Teach Writing. International Journal of English Linguistics, Vol. 8, No. 1; 2018 ISSN 1923-869X E-ISSN 1923-8703 Published by Canadian Center of Science and Educatio. Halaman 86-93.
Treffinger, D. J. & Isaksen, S. G. (2013). Teaching and applying creative problem solving: implications for at-risk students. International Journal for Talent Development and Creativity., 1(1), 87-97.
Treffinger, D. J., Young, G. C., & Selby E. C. (2002). Assessing creativity: A guide for educators. Sarasota: The National Research Center on the Gifted and Talented. Center for Creative Learning.
Tsai, C.Y., Lin, N.C., Shih, L.W., Wu, L.P. (2015). The Effect of Online Argumentation Upon Students's Pseudoscientific Belefs. Computer and Education, 80: 187-197
University of Southern Maine. 2012. Problem Solving Skills Rubric. https://usm.maine.edu/sites/default/files/assessment/Rubric-ProblemSolvingSkills.pdf
Watson, S. 2019. Higher-Order Thinking Skills (HOTS) in Education Teaching Students to Think Critically. Retrivied 6 Agustus 2019. https://www.thoughtco.com/higher-order-thinking-skills-hots-education-3111297
Wenglinsky, H. (2004). Facts or critical thinking skills? What NAEP results say. Educational Leadership, 62(1), 32–35.
Zohar, A., & Barzilai, S. (2015). Metacognition and teaching higher order thinking (HOT) in science education: Students' thinking, teachers' knowledge, and instructional practices. In R. Wegerif, L. Li & J. Kaufman (Eds.), Routledge international handbook of research on teaching thinking (pp. 229-242). Oxon, UK: Routledge.
Zubaidah, S., Fuad, N.M., Mahanal, S., Suarsini, E. (2018). Improving Creative Thinking Skills of Students through Differentiated Science Inquiry Integrated with Mind Map. Journal of TURKISH SCIENCE EDUCATION Journal of Turkish Science Education. 14(4),77-91.
Zubaidah, S., Corebima, A. D., Mahanal, S., & Mistianah. (2018). Revealing the relationship between reading interest and critical thinking skills through remap gi and remap jigsaw. International Journal of Instruction, 11(2), 41-56.
Zubaidah, S., Corebima, AD, & Mistianah (2015). Asesmen Berpikir Kritis Terintegrasi Tes Essay. (Assessment of Integrated Critical Thinking Embedded Essay Test). Paper presented at the National Seminar on Education Biology, Biology Symposium on Education (Symbion) at the University of Ahmad Dahlan Yogyakarta on April 4th, 2015.
Zubaidah, S. & Corebima, A.D. (2016). Remap-Coopel. Malang: Aditya Media Publishing.
Downloads
Published
Issue
Section
License
Authors who publish with Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika agree to the following terms:
- For all articles published in Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agrees to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
