HIGHER ORDER THINKING SKILLS ASSESSMENT BASED ON ENVIRONMENTAL PROBLEM (HOTS-AEP): MENDESAIN EVALUASI PEMBELAJARAN ABAD 21
Abstrak
The ability of Higher Order Thinking Skills (HOTS) is one of the important aspects to solve environmental problems, in this case related to 21st century learning. The purpose of this study is to develop Higher Order Thinking Skills Assessment based on Environmental Problems (HOTS-AEP) in elementary school level. The research method used is research and development model Borg and Gall. The study was conducted in March-April 2019 at State Elementary School of Jatimulya 02, Tambun Selatan, Bekasi, West Java, Indonesia. The results show that HOTS-AEP is suitable for use in learning evaluation because it has a valid category according to experts with an average validation score of 3.63 and valid based on Pearson product moment calculations and has moderate reliability. This is because HOTS-AEP is very compatible with the context of problem-based environmental learning. The conclusion of this study is that HOTS-AEP is worthy of being used as an evaluation of learning for students at the elementary school level.##plugins.generic.usageStats.downloads##
Referensi
Anderson, L. W., Krathwohl, D. R., Airiasian, W., Cruikshank, K. A., Mayer, R. E., & Pintrich, P. R. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s Taxonomy of educational outcomes: Complete edition. New York: Longman.
Aslan, S. (2015). Is learning by teaching effective in gaining 21st century skills? The views of pre-service science teachers. Kuram ve Uygulamada Egitim Bilimleri, 15(6), 1441–1457. https://doi.org/10.12738/estp.2016.1.0019
Badan Standar Nasional Pendidikan. (2014). Instrumen Penilaian Buku Teks Pelajaran. Jakarta: BSNP. Retrieved from http://bsnp-indonesia.org/2014/05/28/instrumen-penilaian-buku-teks-pelajaran-tahun-2014/
Chalkiadaki, A. (2018). A Systematic Literature Review of 21st Century Skills and Competencies in Primary Education. International Journal of Instruction, 11(3), 1–16. https://doi.org/10.12973/iji.2018.1131a
Derevenskaia, O. (2014). Active Learning Methods in Environmental Education of Students. Procedia - Social and Behavioral Sciences, 131, 101–104. https://doi.org/10.1016/j.sbspro.2014.04.086
DeSchryver, M. (2017). Using the Web as a Higher Order Thinking Partner: Case Study of an Advanced Learner Creatively Synthesizing Knowledge on the Web. Journal of Educational Computing Research (Vol. 55). https://doi.org/10.1177/0735633116667356
Farisi, M. I. (2016). Developing the 21 st-century social studies skills through technology integration. Turkish Online Journal of Distance Education-TOJDE, 17(1), 16–30. https://doi.org/10.17718/tojde.47374
Fitriani, U., Adisyahputra, A., & Komala, R. (2018). Eco-friendly website development in biology learning based on project activities on environmental pollution. Biosfer: Jurnal Pendidikan Biologi, 11(1), 32–46. https://doi.org/https://doi.org/10.21009/biosferjpb.11-1.4
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational Research An Introduction. San Fransisco: Pearson Education.
Garcia, L. C. (2015). Environmental Science Issues for Higher- Order Thinking Skills (HOTS) Development: A Case Study in the Philippines. In Biology Education and Research in a Changing Planet (pp. 45–54). https://doi.org/10.1007/978-981-287-524-2
Gardeli, A., Vosinakis, S., Englezos, K., Mavroudi, D., Stratis, M., & Stavrakis, M. (2017). Design and Development of Games and Interactive Installations for Environmental Awareness. EAI Endorsed Transactions on Game-Based Learning, 4(12), 1–11. https://doi.org/10.4108/eai.8-12-2017.153402
Goldman, D., Pe’er, S., & Yavetz, B. (2017). Environmental literacy of youth movement members–is environmentalism a component of their social activism? Environmental Education Research, 23(4), 486–514. https://doi.org/10.1080/13504622.2015.1108390
Grosch, M., Berger, R., Gidion, G., & Romeo, M. (2014). Which Media Services do Students Use in Fact? Results of an International Empirical Survey. Procedia - Social and Behavioral Sciences, 141, 795–806. https://doi.org/10.1016/j.sbspro.2014.05.139
Hugerat, M., & Kortam, N. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447–454. https://doi.org/10.12973/eurasia.2014.1107a
Imamura, M. (2017). Beyond the Limitations of Environmental Education in Japan. Educational Studies in Japan: International Yearbook, (11), 3–14. Retrieved from http://ezproxy.lib.uconn.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1147528&site=ehost-live
Kartikaningtyas, V., Kusmayadi, T. A., & Riyadi, R. (2018). The effect of brain based learning with contextual approach viewed from adversity quotient The effect of brain based learning with contextual approach viewed from adversity quotient. Journal of Physics: Conference Series, 1022.
Kartikasari, A., Yamtinah, S., & Info, A. (2018). The Effectiveness of Science Textbook Based on Science Technology Society for Elementary School Level. International Journal of Evaluation and Research in Education, 7(2), 127–131.
Lay, A.-N., & Osman, K. (2018). Developing 21st Century Chemistry Learning through Designing Digital Games. Journal of Education in Science, Environment and Health, 4(1), 81–92. https://doi.org/10.21891/jeseh.387499
Mahoney, J. W., & Harris-Reeves, B. (2019). The effects of collaborative testing on higher order thinking: Do the bright get brighter? Active Learning in Higher Education, 20(1), 25–37. https://doi.org/10.1177/1469787417723243
McLoughlin, D., & Mynard, J. (2009). An analysis of higher order thinking in online discussions. Innovations in Education and Teaching International, 46(2), 147–160. https://doi.org/10.1080/14703290902843778
Murray, J. W. (2014). Higher-order Thinking and Metacognition in the First-year Core-education Classroom: A case study in the use of color-coded drafts. Open Review of Educational Research, 1(1), 56–69. https://doi.org/10.1080/23265507.2014.964297
Mustam, B., & Daniel, E. S. (2016). Informal and Formal Environmental Education Infusion: Actions of Malaysian Teachers and Parents among Students in a Polluted Area. Malaysian Online Journal of Educational Sciences, 4(1), 9–20. Retrieved from http://www.moj-es.net/frontend/articles/pdf/v04i01/v04-i01-01.pdf
Pratama, A. T. (2018). Improving metacognitive skills using problem based learning (pbl) at natural science of primary school in deli serdang, indonesia. Biosfer: Jurnal Pendidikan Biologi, 11(2), 101–107. https://doi.org/https://doi.org/10.21009/biosferjpb.v11n2.101-107
Ratumanan, T. ., & Laurens, T. (2006). Evaluasi Hasil Belajar yang Relevan dengan Kurikulum Berbasis Kompetensi. Surabaya: Unesa University Press.
Saido, G. A. M., Siraj, S., DeWitt, D., & Al-Amedy, O. S. (2018). Development of an instructional model for higher order thinking in science among secondary school students: a fuzzy Delphi approach. International Journal of Science Education, 40(8), 847–866. https://doi.org/10.1080/09500693.2018.1452307
Saputri, A. C., Sajidan, S., Rinanto, Y., Afandi, A., & Prasetyanti, N. M. (2018). Improving Students’ Critical Thinking Skills in Cell-Metabolism Learning Using Stimulating Higher Order Thinking Skills Model. International Journal of Instruction, 12(1), 327–342. https://doi.org/10.29333/iji.2019.12122a
Suhendar, S., & Wahyuni, A. (2018). Achievement and response of students at favorite junior high schools in sukabumi on trends in international mathematics and science study (timss) questions. Biosfer: Jurnal Pendidikan Biologi, 11(2), 126–133. https://doi.org/https://doi.org/10.21009/biosferjpb.v11n2.126-133
Sung, H. Y., Hwang, G. J., & Chen, S. F. (2019). Effects of embedding a problem-posing-based learning guiding strategy into interactive e-books on students’ learning performance and higher order thinking tendency. Interactive Learning Environments, 27(3), 389–401. https://doi.org/10.1080/10494820.2018.1474235
Tajudin, N. M., & Chinnappan, M. (2016). The Link between Higher Order Thinking Skills, Representation and Concepts in Enhancing TIMSS Tasks. International Journal of Instruction, 9(2), 199–214. https://doi.org/10.12973/iji.2016.9214a
Urbani, J. M., Truesdell, E., Urbani, J. M., Roshandel, S., Michaels, R., & Truesdell, E. (2017). Developing and Modeling 21st-Century Skills with Preservice Teachers. Teacher Education Quarterly, 44(4), 27–51.
Uzun, N. (2012). A Sample of Active Learning Application in Science Education: The Thema “Cell” with Educational Games. Procedia - Social and Behavioral Sciences, 46, 2932–2936. https://doi.org/10.1016/j.sbspro.2012.05.592
Vidergor, H. E. (2018). Effectiveness of the multidimensional curriculum model in developing higher-order thinking skills in elementary and secondary students. Curriculum Journal, 29(1), 95–115. https://doi.org/10.1080/09585176.2017.1318771
Wang, S., & Wang, H. (2011). Teaching Higher Order Thinking in the Introductory MIS Course: A Model-Directed Approach. Journal of Education for Business, 86(4), 208–213. https://doi.org/10.1080/08832323.2010.505254
##submission.copyrightStatement##
##submission.license.cc.by-sa4.footer##Authors who publish with Jurnal Biotek agree to the following terms: Authors retain the copyright and grant Universitas Islam Negeri Alauddin Makassar right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Universitas Islam Negeri Alauddin Makassar. 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 acknowledgement of its initial publication in Universitas Islam Negeri Alauddin Makassar. 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.
