Developing deep learning in students at risk: Enhancing understanding

Abstrak: Salah satu tujuan pendidikan khususnya di Perguruan Tinggi adalah agar mahasiswa memiliki kemampuan berpikir kreatif dan kritis yang dikenal dengan istilah HOTS (Higher Order of Thinking Skills). Tujuan yang ingin dicapai dalam penelitian ini adalah untuk mengetahui peningkatan HOTS (Higher Order of Thinking Skills) mahasiswa pada mata kuliah Pengembangan Materi Ajar Bahasa dan Sastra Indonesia Universitas Muhammadiyah Bulukumba. Penelitian ini menggunakan jenis penelitian tindakan kelas dengan objek penelitian adalah mahasiswa Semester 5 (INA 17 A) Program Studi Pendidikan Bahasa Indonesia yang berjumlah 32 orang. Teknik pengumpulan data berupa hasil belajar dan aktivitas mahasiswa dalam perkuliahan. Hasil belajar dengan menggunakan tes dan aktivitas mahasiswa berupa lembar observasi. Analisis data dilakukan dengan mendeskripsikan hasil pengamatan dan analisis statistik sederhana untuk menghitung hasil tes mahasiswa. Hasil tes pada siklus I menunjukkan bahwa 31% (10 orang) mahasiswa yang memeroleh ketuntasan sedangkan 69% (22 orang) mahasiswa yang belum mencapai ketuntasan. Berdasarkan hal tersebut, penelitian dilanjutkan ke siklus kedua. Hasil tes pada siklus II menunjukkan peningkatan yang signifikan dimana sebesar 87% (28 orang) mahasiswa yang berhasil mencapai ketuntasan belajar sedangkan 13% (4 orang) mahasiswa belum tuntas. Dengan demikian, dapat disimpulkan pemanfaatan teknik SCAMPER terbukti efektif dalam meningkatkan HOTS (Higher Order of Thinking Mahasiswa) mahasiswa pada mata kuliah Pengembangan Materi Ajar Bahasa dan Sastra Indonesia. Abstract: One of the education goals especially in higher education is that students have creative and critical thinking skills known as higher order thinking skills or hots. The aim of this research is to find out the improvement of the students’ higher order thinking skills in the subject of Teaching Materials Development of Indonesian Language and Literature at Universitas Muhammadiyah Bulukumba. This study used a classroom action research with research objects that consist of 32 students in the 5th semester students of class 17 A from Indonesian Language Education Department. Techniques of collecting data used are students’ learning outcomes and students’ activities during lectures. Students’ learning outcomes were measured with tests and students’ activities were taken by using observation sheets. Data analysis was carried out by describing the results of observations and simple statistical analysis to calculate students’ test results. The test results in the first cycle show that 31 percent of students or 10 students can reach the learning completeness criteria, while 69 percent of students or 22 students cannot reach the completeness criteria of learning. Based on this research result, the actions were continoud to the second cycle. The second cycle test results show a significant increase in the students’ higher order thinking skills in that 87 percent of students or 28 students are able to achieve the learning completeness criteria and 13 percent of students or 4 students are not able to gain the completeness. Thus, it can be concluded that the SCAMPER technique proves effective in increasing the students’ higher order thinking skills in the subject of Teaching Materials Development of Indonesian Language and Literature.

STEM (Science, Technology, Engineering, and Mathematics) education often struggles to develop students' higher-order thinking skills and to address persistent conceptual misconceptions. To overcome these challenges, innovative educational approaches like STEM-PjBL (Project-Based Learning) are crucial for enhancing student learning outcomes. This study aims to critically assess the impact of STEM-PjBL on students' higher-order thinking skills, evaluate the effectiveness of models such as Ethno-STEM and STEM-PjBL Physics Modules in reducing misconceptions and improving conceptual understanding, and formulate strategic recommendations for integrating STEM-PjBL into STEM education curricula. The research employs a systematic literature review combined with meta-analysis, following PRISMA guidelines. The study design includes a rigorous search and critical evaluation of recent studies sourced from leading academic databases, including Web of Science, Scopus, ScienceDirect, and Google Scholar, with the latest search conducted on January 10, 2024. The results show that STEM-PjBL significantly enhances higher-order thinking skills, improves scientific practices and techniques, and fosters positive scientific attitudes, while also enriching cognitive and non-cognitive skills through the integration of entrepreneurial elements in STEM learning. These findings highlight the importance of incorporating STEM-PjBL into educational curricula to better prepare students for complex future careers and to improve overall educational quality. Implementing STEM-PjBL in the classroom can help equip students with the relevant skills needed for success in STEM fields. This study provides valuable insights into the potential of STEM-PjBL to strengthen student competencies and enhance the effectiveness of STEM curricula.

<p>Higher-order thinking skills are 21st-century competencies that must be mastered by students. Higher-order thinking skills can be seen in student learning outcomes. Students' higher-order thinking skills can be improved by choosing the right learning media, one of which is by using animated video media. The purpose of this study was to measure the effectiveness of animated videos to improve the high-order thinking skills of SMA Negeri 1 Silat Hulu students. The method used in this research is the experimental method. The form of study used a quasi-experimental design with a nonequivalent control group design. The research subjects were all students of class XI IPA. The instrument used is a question of pretest-posttest. Data analysis used a t-test and N-Gain Score. The conclusions of this study are: (1) there is a significant difference between the students' higher-order thinking skills in the experimental group and the control group. This is evidenced by the independent sample t-test which obtained a significance level of 0.000 <0.05. (2) animation video media is effective in improving students' higher-order thinking skills as seen from the results of the calculation of the N-gain score of 0.61 with a moderate interpretation.</p>

<p>One element of the 2013 curriculum transformation at the elementary school level is the improvement of the learning process and the application of integrated thematic using scientific and familiar development of higher order thinking skills (HOTS) for students. To make this happen, elementary school teachers must have competence in planning, implementing, and evaluating learning that focuses on HOTS, but those who for the most part do not understand and apply. PKM is expected to be able to provide an understanding of teachers in conducting learning and encouraging students in higher-order aspects of thinking. The PKM was held at the teacher working group (KKG) forum which was held once for four meetings. The strategy used was an explanation of the HOTS concept, discussion of the development of indicators of basic competencies (KD), a lattice preparation workshop and problem solving rules, and preparation of questions that support HOTS. From the results that have been done, it can be concluded that a small number of elementary school teachers have done learning and penances that do HOTS; This activity can broaden teachers' insights so that they can produce outcomes consisting of lattices and the development of HOTS questions on thematic learning that addresses the main areas of PKN, Indonesian Language, Social Sciences, Natural Sciences, and Mathematics.</p>

This research aims to knowing the validity of learning tools developed using a contextual approach in improving the high-order thinking skills of students of SDN 047179 Kutagerat; know the practicality of the learning tools being developed; know the effectiveness of learning tools; and knowing the increase in students' higher order thinking skills using learning tools based on a contextual approach. This study uses the Thiagarajan 4-D development model. VaThe lidity of learning media used descriptive statistical analysis. Data analysis to find out how the increase in the score of increasing student learning outcomes can be obtained from the normalized gain index data. The results showed that: (1) The results of the validator's assessment of the four mathematics learning tools based on the contextual approach that had been developed were as follows: (a) the linguist's assessment obtained an overall average of 93%; (b) the design expert's assessment obtained an overall average of 93.13%; (c) the material expert's assessment obtained an overall average of 96%. The results of the validation of the four learning tools by the validator are in the criteria of "very feasible" to be used in the field; (2) The results of the response of the fifth grade teacher at SDN 047179 Kutagerat to the learning tools obtained an average percentage of 89%. The result of the average percentage of the overall field test on student responses is86%with "very good" criteria. This means that the learning tools are practical and can meet the demands of learning needs; (3) after learning using learning tools obtained on average 92, it was concluded that the students' abilities experienced a high significant increase and reached the KKM as expected; and (4) the average N-Gain gain is 0.718. The average is categorized as high because if 0.30 <g <0.70 it is categorized as high. It was concluded that students who use mathematics content learning tools based on a contextual approach in the learning process can improve learning outcomes or students' higher order thinking skills in the fraction count operations material.

This study aims to determine whether the Discovery learning model can affect the students' High Order Thinking Skills (HOTS) ability in the blood circulation system. This research was conducted by assessing the cognitive aspects of students, analyzed by descriptive methods using instruments in the form of essay questions and learning observation sheets. The method used in this study is a weak experiment. The subject in this study is 38 students at one high school in Indonesia. Based on the research results, the Discovery Learning model affects the students' High Order Thinking Skills (HOTS) ability by increasing the average pretest score of 52.23 to 69.47 in the average posttest score. Wilcoxon test results obtained asymp. sig. (2-tailed) 0.000 0.05, then H0 is rejected and it can be concluded that there is a difference in the average student learning outcomes between the pretest and posttest. it can be concluded, Discovery Learning model can affect the ability of High Order Thinking Skills (HOTS).

The aim of the study was to understand the impact of humanoid robots on student learning, the integration of the robots into the curriculum and the pedagogical approaches that enhance and extend student learning. This research is part of a larger three-year study and draws on questionnaires, interviews and journals from teachers. Collected data were triangulated to determine how the humanoid robots were utilised in the classroom and recurring themes were documented. The research findings are presented in a thematic style and provide an insight into the educational benefits of using humanoid robots. This paper will introduce the 4plus4 Model that describes deep student learning when an innovative technology such as humanoid robots is integrated into a revised pedagogy. The preliminary findings focus on the 4plus4 Model that represent a richer understanding of the deep student learning and this deep learning is evident across a range of contexts from early childhood through to secondary.

With the emergence of big data, cloud computing, and other technologies, artificial intelligence (AI) technology has set off a new wave in the field of education. The application of AI technology to deep learning in university teachers' teaching and students' learning processes is an innovative way to promote the quality of teaching and learning. This study proposed the deep learning-based assessment to measure whether students experienced an improvement in terms of their mastery of knowledge, development of abilities, and emotional experiences. It also used comparative analysis of pre-tests and post-tests through online questionnaires to test the results. The impact of technology on teachers' teaching and students' learning processes, identified the problems in the teaching and learning processes in the context of the application of AI technology, and proposed strategies for reforming and optimizing teaching and learning. It recommends the application of software and platforms, such as Waston and Knewton, under the orientation of AI technology to improve efficiency in teaching and learning, optimize course design, and engage students in deep learning. The contribution of this research is that the teaching and learning processes will be enhanced by the use of intelligent and efficient teaching models on the teachers' side and personalized and in-depth learning on the students' side. On the one hand, the findings are helpful for teachers to better grasp the actual conditions of in-class teaching in real time, carry out intelligent lesson preparations, enrich teaching methods, improve teaching efficiency, and achieve personalized and precision teaching. On the other hand, it also provides a space of intelligent support for students with different traits in terms of learning and effectively improves students' innovation ability, ultimately achieving the purpose of “artificial intelligence + education.”

ABSTRACTThe aims of the study are to determine the application of higher order thinking skills and student self-regulated learning in the General Biology Course, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan. This research was conducted in the departments of Mathematics, Physics, Biology, Chemistry, Science and Computer Science. Sampling was done by random sampling, by taking 6 classes from different majors. The type of this research is descriptive-quantitative research. The number of higher order thinking skills tests was 15 items and self-regulated learning tests were 40 items. The test is validated first before being used as a research instrument, followed by a validity test of the instrument, a reliability test, a test of the level of difficulty and distinguishing power. The results showed that the application of students' higher-order thinking skills in the General Biology course at the Faculty of Mathematics and Natural Sciences was still in the low category. This can be seen from the results of the Mathematics Education class B, as much as 3% is in the perfect category, 28% is in the very good category, 7% is in the good category, and 60% is in the low category. In Physics Education class A, 38% are in the Perfect category, 38% are in the very good category, and 23% are in the low category. In the Biology A education class, 30% are in the perfect category, 5% are in the good category, and 65% are in the low category. In the Non-educational Chemistry class A, 28% were in the Perfect category, 17% were in the very good category, and 50% were in the low category. In IPA B class, 14% are in the perfect category, 28% are in the very good category, and 57% are in the low category. In computer science class C, 17% are in the perfect category, 33% are in the good category, and 50% are in the low category. Meanwhile, Self-Regulated Learning for Students of the Faculty of Mathematics and Natural Sciences in the General Biology course is included in good categories, this is because the application of the KKNI curriculum accustoms students to be able to study independently through the assignment of six compulsory assignments for students. Keyword: higher order thinking skills, self regulated learning, general biology.

Quality writing skills include not only technical skills, but also higher order thinking skills (HOTS), such as analysis, evaluation, and creation. This research aims to develop a Problem-Based Learning (PBL) and Artificial Intelligence (AI)-based intensive writing skills book for university students. The importance of teaching materials that not only support the mastery of writing skills, but also improve higher order thinking skills (HOTS). The research method used is Research and Development (R&D) with the Four-D model (Define, Design, Develop, and Disseminate). The development process includes needs analysis, design, validation, practicality test, and effectiveness test of textbooks. The results showed that the developed textbook was able to motivate students in learning to write and improve their critical thinking skills. The book is also supported by AI technology that provides automatic and relevant feedback for students. In conclusion, the integration of PBL and AI in this intensive writing skill book is effective in improving the quality of students' writing learning in higher education.

Higher-order thinking skills are an important component in the process of solving higher education problems that involve the mastery and understanding of scientific concepts. In an effort to hone students’ thinking abilities, innovative efforts in learning are needed. The purpose of this study was to determine the increase in higher order thinking skills of students using brain-based learning. The research method used was quasi experimental with one group pre-test post-test design. Subjects used in this study were 54 students taken by purposive sampling. The instrument used in this study is a learning achievement test to measure higher order students’ skills. The data analysis technique used is one sample t-test and N-Gain. The results showed the mean value of the pre-test was 57.65, the average value of the post-test was 70.41, and the average value of the N-Gain was 0.32. This shows that there is an increase in students’ higher-order thinking skills by using brain-based learning in logic and set courses.

An innovative approach to lesson planning incorporates the high order thinking skill (HOTS) model of learning with a strategy for identifying students' challenging words through hypertext. This study primarily evaluates the effectiveness of English language teaching materials utilising the hypertext integrated HOTS model on student learning outcomes. This study used a pre-test-posttest group design in its research technique, by involving 80 Class X pupils for the school year 2023/2024. Researchers utilised the snowball sampling approach to establish the necessary sample size. The students were assigned to Group A (experimental) and Group B (control). Subsequently, pupils take a pretest to identify any discrepancies between their knowledge levels. The research findings indicate that the observed T value is 8.313 and the significance value is below 0.05. Thus, it can be inferred that incorporating HOTS-based English teaching materials with the hypertext paradigm is effective in improving student learning results. This study is significant as it can enhance proficiency in the English language, particularly by emphasising the teacher's influence on the efficacy of HOTS-based English language teaching materials integrated with the hypertext model on student learning outcomes in English language acquisition.

High-order thinking skills are defined as a process in students that involves applying complex ideas, tends to have multiple possible answers, is open-ended, and involves elaborative thinking. To enhance students' thinking abilities, educators must be creative in creating a learning environment that supports learning objectives. Educators need effective learning strategies and should consider factors that can facilitate students. An ideal learning strategy to develop students' high-order thinking skills focuses on students. The purpose of research on dynamic problem-solving strategies is to understand how learners cope with evolving problems over time or in continuously changing learning environments. One such strategy developed is dynamic problem solving for physics learning. This study tested the feasibility of this method in physics learning using the one-shot case study experimental research method. The research was conducted at SMAN 8 Makassar. The feasibility of the DPS strategy was assessed by four observers, resulting in an average implementation score of 83.19%. Based on these results, the DPS strategy can successfully engage students in physics learning by enhancing their problem-solving skills.

Within tertiary education, service-learning can offer deeply engaging and transformational experiences for students, broadening their consideration of a host of social justice issues of our time, including diversity and inclusion. This chapter describes how service-learning interfaces with two areas in particular, both of which have wide-ranging public health implications and are generally misrepresented in public media: poverty and mental health. Representative studies are highlighted and case examples are presented in each domain, concluding with recommendations for future research. The authors argue that service-learning courses addressing social justice issues such as poverty and mental health can lead to deep learning in students if they are sequenced to include both direct service-learning that concretizes the issue and community-based research that highlights the public policy challenges and implications of addressing that issue systemically.

The study identified research trends in higher-order thinking skills in Mathematics Education in Indonesia, from Design to Data Analysis. The data came from content analysis of math education articles. As of April 2022, mathematics education articles in the Science and Technology Index (SINTA) are used solely. The Indonesian Ministry of Research, Technology, and Higher Education founded SINTA (http://sinta2.ristekdikti.go.id) to evaluate science and technology. This research shows that qualitative methods, such as theme analysis or grounded theory, can provide insight into student learning, while quantitative methods, such as regression or multivariate analysis, provide statistical analysis of HOTS factors. Recommendations include improving teaching, research, and policymaking on choosing the correct analysis method and institutional support. Diversification and data analysis are essential to improve HOTS research and support Indonesian education development.