Diverse Student Perceptions of Active Learning in a Large Enrollment STEM Course

This paper aims at investigating factual phenomenon of higher order thinking as it reflected in the reading activities of “Bahasa Inggris SMA/MA XI”. Using theory of Bloom’s taxonomy, this study used the content analysis method to identify reading features specifically for their essay questions and exercises and tasks of the English textbook. The data of essay reading questions were collected by using coding checklist . Three categories of higher order thinking (analyze, evaluate, and create) are discovered while the distribution of the higher order thinking level is higher than the lower order thinking level. The findings reveals higher order thinking activation and activities in the reading exercises and tasks is unequal. It do, especially the create skills which pursued lower distribution es not provide treatment properly of the higher order thinking than the analyze skill and the evaluate skill Rather, this makes emphasis on the evaluate skills.

Contextual Teaching and Learning (CTL), a learning approach which connects learning materials with real life applications within the context of students’ lives, encourages students to find the meaning of what they have learned on their own and the lecturer only act as a guide or facilitator, so the students are motivated to think critically. This study aims to describe the implementation of CTL approach to enhance students’ higher order thinking skill (HOTS) in writing ability of STKIP PGRI Sidoarjo, which has been found in preliminary observations to be lacking in this aspect. This quantitative research uses a quasi-experimental design through a pretest-posttest pattern. The research sample was 22 students of 2021 A class (Experimental Class) and 23 students of 2021 B class (Control Class). The data were collected through observation, test, and questionnaires. The higher order thinking skill includes: understanding problems (24,20%), making assumptions (28,17%), explaining in depth (25,13%), solving problems (23,25 %), and making conclusions (20,63%). From the table of t-test results, the results (α) = 0.004. It can be stated that (α) < 0.05, so it can be concluded that there is a significant difference in the students' higher order thinking skill in writing ability by using contextual teaching and learning approach. The findings revealed that the contextual teaching and learning approach was successful to enhance students’ higher order thinking skill in writing ability. Moreover, it is recommended that CTL and higher order thinking skill have significant influence toward writing ability.

This study aims to investigate the analysis of the implementation of multi techniques based learning media in improving the elementary school students’ higher order thinking skill in solving exponential problem. This is caused by the lesson plans cannot motivate students to improve higher order thinking skills. The method used in this study is a mixed method which is a combination of quantitative and qualitative methods. The research subjects were the fifth grade students of elementary school consisting of 25 students of experimental class and 24 students of the control class. The instruments of this research are an interview, a questionnaire, observation, and documentation. Quantitative method is applied to analyze the difference of student achievement result among two classes, while the qualitative method is applied to analyze the students' higher order thinking skills. The results show that there are significant differences between the two classes that applied multi techniques based learning and conventional learning. The statistical result indicates that the (2-tailed) significance of the independent sample t-test in the pre-test was 0.000 or α ≤ 0.05. It implies that the implementation of multi techniques media affects the students' higher order thinking skill in solving exponential problem.

Thinking styles of students and higher order thinking skills are important aspects of teaching and learning process. The purpose of this study was to investigate the relationship between thinking styles and higher order thinking skills (HOTS) of secondary school students and also to find the gender-wise difference in the nature of this relationship. The population of this study was male and female chemistry students of grade 9 in Tehsil Rawalpindi. Random sampling technique was used to select the sample. The data were obtained using the Convergent and Divergent Test and Achievement Test of Chemistry; developed in the light of Bloom Taxonomy. A quantitative research method was used for collection, interpretation and analysis of data. According to results, the relationship between convergent thinking style and higher order thinking skills of students was negligible. However, the strength of this correlation between divergent thinking style and higher order thinking skills of students is positive. Therefore, the understanding of student’s thinking styles can serve as initial guide in developing more effective and conductive teaching and learning environment for mastering higher order thinking skills (HOTS).

Post Covid-19 is a real challenge, as students� faces are not visible to teachers during interaction or nor the students are available physically, leaving teachers clueless about their active learning and active engagement in learning. Achieving graduate attributes poses further challenge as it has to ensure imbibing Higher Order Thinking skills [HOTs] in students. There is a need to develop online integrated pedagogy to overcome this problem. It is observed that creating content specific videos, really creates interest in students and ensures active learning, if they are asked to upload in YouTube provided students are guided with Rubric based learning for video creation. Moodle integrated YouTube [MIY] channel is developed to let the teachers create their own Video of short duration with rubric guidance. The paper presents a case study dedicated to PO7 [Program Outcome Environment and Sustainability], supported by Open Education for better World [OE4BW]. The Moodle based methodology [73 activities in Moodle- Games like crossword, Quiz, Discussion Forum], integrating with google meet to interact with participants, Rubric guidance, query solving, active learner�s motivation and impact of posting in YouTube channel are presented in study.Out of 268 participants, 217 participants peer reviewed videos were selected and added in YouTube channel [Environment and sustainability OE4BW, https://www.youtube.com/channel/UCQWwEFdEMeS7Kc 3MuWw3Jkg/videos] based on quality content [Carbon foot print analysis, Environment and Sustainability computation] created by them. Participant�s happiness index for learning was attributed as A+ [4.79/5] during the entire video development process.

Study aimed to analyze the effect of discovery learning model toward student’s higher order thinking skill. The type of this research was quasi experimental, with experiment class used discovery learning and control class used conventional learning. The population was all of the tenth class of SMA Raksana Medan academic year 2014/1015 which consist of seven classes. Sample was taken with a simple random sampling technique. The data in higher order thinking skill was collected by essay tests. Data analyzed with t test. The result of the study showed that there was positive effect of discovery learning model toward student’s higher order thinking skill in experiment class or given by discovery model. It proved from posttest result in experiment class was higher than control class or there was significant difference of post test score, although in higher order thinking level, both of class still in less level, but student who given discovery learning had higher value than control class. Keyword : Conventional Learning; Discovery Learning Model; Higher Order Thinking Skill

The purpose of this literature studies is to gain knowledge in designing straight line equation material in middle school oriented to higher order thinking skills. The theory used in this study is constructivism in mathematics learning and the concept of higher order thinking skills. The presentation design of straight line equation material is designed through a presentation in the form of four problem situations are gradient, straight line equations, characteristics of straight line equations and applications of straight line equations. The four problem situations, based on theoretical studies, can be said to have fulfilled the three basic principles in constructing mathematical knowledge and three aspects of higher order thinking skills. The three basic principles in constructing mathematical knowledge are active student construction of mathematical knowledge, students construct new mathematical knowledge from the results of a physical and mental reflection and mathematical knowledge is formed by students through discussion and dialogue in their social learning environment. The three aspects of higher order thinking skills are deep understanding, reasoning and problem solving. The results of this literature studies can be concluded that the presentation design of straight line equations material in middle school in this study can be said to be oriented to higher order thinking skills. This is because theoretically able to generate activities that are oriented towards higher-order thinking skills, so that there is a great opportunity to equip students with the thoughts needed to form quality human resources in the 21st century.

Concept attainment is a method of learning a new concept by contrasting and comparing certain aspects of the concept. In order to effectively use higher order thinking skills to improve the performance, there was a dire need for teachers to re-evaluate their teaching strategies and lay more responsibility on prospective teachers to learn and understand concepts of research. The researcher studied the effect of concept attainment model (CAM) based teaching on prospective teachers’ higher order thinking skills. The objective of the study was to examine the effect of concept attainment model (CAM) based teaching on prospective teachers’ higher order thinking skills. The investigation was quantitative in nature. The researcher used a quasi-experimental approach with non-equivalent control groups design. The subject of this study were all prospective teachers of Master of Education, two year programme. There were 30 participants in each intact group. The researcher first developed a table of specification then multiple choice questions (MCQs) test based on higher order thinking. There were 30 items present in the achievement test. After data collection from 16 weeks of intervention, the researcher used the paired sample t-test and independent samples t-test to examine the data gathered from pre-tests and post-tests pertaining to CAM and conventional methods. The results indicated that the achievement level of higher order thinking skills of the prospective teachers who received Concept Attainment Model (CAM) based teaching was higher than those who received conventional instruction methods.

This article focuses on a two-level model analysis of attitudes and beliefs affecting students’ higher order thinking (HOT) skills in mathematics in Aceh, Indonesia. The data used are nested within the hierarchical ordering of both student (level 1) and teacher (level 2). The variables used at level 1 in the study include liking mathematics, valuing mathematics, confidence in mathematics, and individual judgement of mathematics ability, as well as beliefs concerning mathematics related to lower order thinking (LOT) and higher order thinking (HOT). The variables at level 2 involve beliefs concerning mathematics teaching related to LOT and beliefs concerning mathematics teaching related to HOT. The analysis reveals that there are four variables at level 1 contributing to student HOT skills in mathematics: liking mathematics, individual judgement of mathematics ability, beliefs concerning mathematics related to LOT, and beliefs concerning mathematics related to HOT. At level 2, the one variable affecting student HOT skills in mathematics is teacher beliefs concerning mathematics related to HOT.

In this chapter, Dori, Barak, and Carmi presents active learning in computerized chemical education environments. Authors presented results of some studies that involved the integration of innovative learning environments as part of the chemistry curriculum. Taking into account curriculum reforms dealing also with the applications of the ICT authors developed such learning environments that should promote more active chemistry learning from the perspective that students actively process information in order to learn in a meaningful way. Studies that were designed researched chemistry students’ and teachers’ learning outcomes in two technology-enhanced environments that enable active learning: Case-based Computerized Laboratories (CCL) and Computerized Molecular Modeling (CMM). The three studies presented in this chapter along with the tools for evaluating the effect of active learning on chemistry students and teachers will enable teachers, educators, and researchers, to investigate students’ higher order thinking skills both qualitatively and quantitatively, teachers’ professional development, and the process of implementation of a new learning unit in the classroom.

The purpose of biology education in high school is to motivate students to explain the world of living things and prepare students to understand biology concepts through scientific process skills and scientific thinking. Problem-based instruction (PBI) blended with online interaction is designed to improve motivation, scientific communication and higher order thinking skills of senior high school students. This research was focused on the development of a PBI integrated instructional module that combined face to face and online interactions using the 4D model (Define, Design, Develop, and Disseminate). At the Define phase, we identified the problem situation and conducted need assessment. At the Design phase, we formulated an instructional web design and created instructional tools in order to obtain the initial draft of the instructional module. At the Develop stage, module development and writing, expert validation, and module testing and revision were conducted to generate the final product. The instructional module was then validated by science education experts, biology teachers, and online learning media experts. The dissemination of the valid instructional module was conducted at the fourth stage. A quasi-experimental method was applied at the next stage. A pretest and a posttest were administered to identify the improvement of students' motivation, scientific communication skill and higher order thinking skills. The results showed that the integration of PBI and online interaction could enhance students' motivation, scientific communication and higher order thinking skills. Findings also indicated that the implementation of PBI blended with online interaction was able to encourage students' motivation and help them to improve their achievement in biology and as a result be successful in attaining the goals of the 21st century learning.

Higher order thinking skills are skills needed in studying chemistry. Student higher order thinking skills are currently still relatively low, so appropriate learning models are needed to overcome them. This research aimed at finding out the effect of Discovery Learning (DL) model toward student higher order thinking skills on Buffer Solution lesson. This research was conducted to the eleventh-grade students of Chemistry class at the second semester in the Academic Year of 2023/2024 at State Senior High School 2 Tambang. Quantitative method was used in this research with pretest-posttest non-equivalent control group design. The samples consisted of two classes selected by using cluster random sampling technique. The techniques of analyzing data were t-test to find out whether there was an effect of Discovery Learning model toward student higher order thinking skills and determination coefficient test to find out the effect. Based on the research findings, (1) t-test showed that the significant score 0.002 was lower than 0.05, it meant that there was a significant difference between experiment and control groups, the experiment group higher order thinking skills posttest mean was 80.21, and the control group was 72.64, so H0 was rejected and Ha was accepted; (2) determination coefficient test showed that the score of r2 was 0.130, so it could be concluded that DL learning model affected student higher order thinking skills on Buffer Solution lesson 13%.

Please Many studies have described meta-analysis on the overall effect of e-learning influence in learning. However, there has been no meta-analysis of the overall effect of STEM-based e-learning on Higher Order Thinking Skills (HOTS). The purpose of this study investigates the effect of STEM-based e-learning on students' critical thinking skills in Indonesia. This type of research is a Systematic Literature Review (SL) and meta-analysis. Data sources came from 12 national and international journals published in 2018-2023. The process of searching for data sources through Google Scholar, ScienceDirect, Wiley, Eric, and Springer. Data analysis used the Hedge formula to calculate effect size with the help of the JSAP application. The findings show that the effect size value (ES = 0.84) is very high. This explains that STEM-based e-learning provides a very high positive impact and is effective in improving students' Higher Order Thinking Skills (HOTS). Furthermore, HOTS characteristics do not cause heterogeneity in the results of STEM-based e-learning research on students' Higher Order Thinking Skills. The findings suggest that educators should choose STEM-based e-learning as one of the learning models to improve students' Higher Order Thinking skills in Indonesia

This study aims to develop and produce a physics history textbook based on higher order thinking skills (HOTS). This research was a development research which consists of four stages, namely: the determination stage, design, development, and dissemination. The success of the indicators of this research were seen from the feasibility of the developed textbooks. Physics history textbook based on higher order thinking skills was categorized as good and suitable for use, in terms of content, presentation, and language feasibility. Meanwhile, in terms of textbook effectiveness, it was measured by the impact of increasing students' higher order thinking skills as seen from the increase in N-gain. The student's high-order thinking skills had increased with N gain 0.4 (moderate category). This shows that the textbooks that have been developed are feasible and effective in terms of the ability to increase higher-order thinking skills (HOTS).

Narwianta, Nanang. (2019). The Evaluation of Higher Order Thinking Skills in English School Nationally Standardized Examination at State Senior High School 6 Semarang. Thesis, English Language Education Pascasarjana Universitas Negeri Semarang. Supervisor I. Dr. Dwi Anggani Linggar Bharati, M.Pd. Supervisor II. Prof. Dr. Dwi Rukmini, M.Pd Keywords: Evaluation, HOTS, English Nationally Standardized Examination The English school nationally standardized examination as an assessment of the learning outcomes conduct by educational unit is designed to measure the student`s achievement competencies, to determine student`s graduation from the school, it is very significant to conduct test items evaluation since it gives a clear portrait of the quality of the items and the test as a whole. The purpose of this study was to explain the realization of higher order thinking skills reflected in English school nationally standardized examination at state senior high school 6 Semarang academic year of 2018/2019. Then this research evaluate whether the items in English school nationally standardized examination met the requirement of content validity, reliability and practicality. The researcher use the mixed method using analysis card to analyze the realization of higher order thinking skills in English school nationally standardized examination. The content validity analyze through matching method between the basic competensies and the question in paper test.While to ensure the reliability of higher order thinking skills in English school nationally standardized examination, use the KR-21 for multiple choice test items and alpha cronbach for essay test items. And the practiality obtained through checklist instrument. The results indicated that HOTS realized in listening, reading, and writing questions. The listening in the form of spoken written, because it is to test listening simultaneously with speaking. There are one listening question categorized into HOTS of analyzing level, in reading the questions belonging to HOTS reach 8 questions that consist of 5 questions of analyzing level and 3 questions of evaluating level. Meanwhile, there is one question of HOTS into creating level in writing questions. The results also showed the proportion of HOTS comprised 22,22% met the requirement from BNSP that stated in academic year 2018/2019 there is approximately 10-15% of higher order thinking skills test items. Meanwhile, the content validity of the questions is high, and then the reliability of those test items categorized as unreliable and the practicality meet the requirements of the practical test items. Accordingly, this finding reveals that there is still much room for the variation of HOTS levels implemented all skills in English school nationally standardized examination. In the light of these result, this study recommends modifying the proportion of HOTS in four skills by providing them with more representation of the content validity.