Pencapaian HOTS (Higher Order Thinking Skills) Mahasiswa Program Studi Pendidikan Fisika FKIP Universitas Samawa

Authors

Muhammad Erfan , Tursina Ratu

DOI:

10.29303/jpft.v4i2.831

Published:

2018-11-05

Issue:

Vol. 4 No. 2 (2018): Juli-Desember 2018

Keywords:

higher-order thinking skills, cognitive, students, physics

Articles

Downloads

How to Cite

Erfan, M., & Ratu, T. (2018). Pencapaian HOTS (Higher Order Thinking Skills) Mahasiswa Program Studi Pendidikan Fisika FKIP Universitas Samawa. Jurnal Pendidikan Fisika Dan Teknologi, 4(2), 208–212. https://doi.org/10.29303/jpft.v4i2.831
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Higher Order Thinking Skills (HOTS) are essential skills for prospective teachers in the 21stà century. HOTS in the cognitive domain includes the ability in analyzing (C4), evaluating (C5), and creating (C6). In the process of mastering HOTS, one must know first what level of thinking skills he/she has. Therefore, this study aims to measure the achievement of the cognitive thinking skills of students of the Physics Education Study Program, Faculty of Teacher Training and Education University of Samawa. The measurement used test instrument in the form of essay test, then the results of the thinking skills achievement for each cognitive domain of students divided into three categories (low, medium and high). The result ofà the studentââ¬â¢s achievement of the cognitive thinking skillsà obtained by students were in low category of 55%, the medium category of 11%, and 34% in the high category for mastering lower-order thinking skills (LOTS), while for HOTS, 100% was in low category and it can be concluded that the achievement of students' cognitive thinking skills is still in lower-order thinking skills.

References

Anderson, L. W., & Krathwohl, D. R. (2000). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.

Azwar, S. (2015). Penyusunan Skala Psikologi (2 ed.). Yogyakarta: Pustaka Pelajar.

Bloom, B. S. (1956). Taxonomy of Educational Objectives Handbook I: Cognitive Domain. New York: David MsKay.

Conklin, W., & Manfro, J. (2012). Higher order thinking skills to develop 21st century learners. Huntington: Shell Education Publishing. Inc.

Ekasari, R. R., Gunawan, & Sahidu, H. (2016). Pengaruh Model Pembelajaran Langsung Berbantuan Media Laboratorium Terhadap Kreatifitas Fisika Siswa SMA. Jurnal Pendidikan Fisika dan Teknologi, 2(3), 106-110.

Gall, M. D. (1970). The Use of Questions in teaching. Review of Educational Research, 1(40), 707-721.

Gunawan, Sahidu, H., Harjono, A., & Suranti, N. M. (2017). THE EFFECT OF PROJECT BASED LEARNING WITH VIRTUAL MEDIA ASSISTANCE ON STUDENTââ¬â¢S CREATIVITY IN PHYSICS. Cakrawala Pendidikan, 167-179.

Herayanti, L., Gummah, S., Sukroyanti, B. A., Gunawan, & Makhrus, M. (2018). PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS MASALAH MEGGUNAKAN MEDIA MOODLE UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS MAHASISWA PADA MATERI GELOMBANG. Jurnal Pendidikan Fisika dan Teknologi, 158-167.

Indrawati. (2005). Teknik Bertanya. Depdiknas: Pusat Pengembangan dan Penataran Guru IPA.

Lewis, A., & Smith, D. (1993). Defining higher-order thinking: Theory into Practice. Journal of Collage of Education, 131-137.

McComas, W. F., & Abraham, L. (2004). Asking more effective questions. Retrieved from Rossier School of Education: http://cet.usc.edu/resources/teaching_learning/material_docs/Asking_Better_Questions.pdf

OECD. (2016). PISA 2015 Result in Focus. New York: Columbia University.

Sutrio, Gunawan, Harjono, A., & Sahidu, H. (2018). PENGEMBANGAN BAHAN AJAR FISIKA EKSPERIMEN BERBASIS PROYEK UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS CALON GURU FISIKA. Jurnal Pendidikan Fisika dan Teknologi, 4(1), 131-140.

Wahyudi. (2015). ANALISIS HASIL BELAJAR MAHASISWA PADA POKOK BAHASAN HUKUM OHM DAN KIRCHOFF DALAM MATAKULIAH ELEKTRONIKA DASAR I. Jurnal Pendidikan Fisika dan Teknologi, 1(2), 129-135.

Author Biographies

Muhammad Erfan, Universitas Samawa

Tursina Ratu, Universitas Samawa

License

Authors who publish with Jurnal Pendidikan Fisika dan Teknologi (JPFT) agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY-SA License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. 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 Jurnal Pendidikan Fisika dan Teknologi (JPFT).
  3. 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).