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The Development of Deconstructive Learning History Model to Promote the Higher Order Thinking Skill of University Students.

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Title: The Development of Deconstructive Learning History Model to Promote the Higher Order Thinking Skill of University Students.
Authors: Sutimin, Leo Agung, Joebagio, Hermanu, Sariyatun, Hum, M., Abidin, Nur Fatah
Source: New Educational Review. 2018, Vol. 51 Issue 1, p19-29. 11p.
Subject Terms: *Psychology of college students, *Thought & thinking, *Philosophy of education, *Student attitudes, Deconstruction
Abstract: The presented research develops a deconstructive learning history model to promote the Higher Order Thinking Skill (HOTS) of university students. According to Thiagarajan, Semmel, & Semmel's (1974) approach, the model was developed in four stages: defining, design, development, and dissemination. The research participants were 120 students of the History Education Department, Sebelas Maret University, Indonesia. The authors found the main problems related to the aspects of chronological thinking, students' passive attitude, and the availability of learning path. Based on those problems, the author designed a deconstructive learning history model, consisting of four learning stages: problem statement, deconstruction, construction, and articulation. At the development and summative evaluation stages, the learning model proved feasible and effective in promoting the HOTS, thus, the learning model can solve the problems of time orientation and students' passive attitude. Considering the findings and results of the research, the authors state that the learning model becomes a decisive factor in provoking students to reach the higher cognitive level in Bloom's taxonomy. [ABSTRACT FROM AUTHOR]
Copyright of New Educational Review is the property of Wydawnictwo Adam Marszalek and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="AR" term="%22Sutimin%2C+Leo+Agung%22">Sutimin, Leo Agung</searchLink><br /><searchLink fieldCode="AR" term="%22Joebagio%2C+Hermanu%22">Joebagio, Hermanu</searchLink><br /><searchLink fieldCode="AR" term="%22Sariyatun%22">Sariyatun</searchLink><br /><searchLink fieldCode="AR" term="%22Hum%2C+M%2E%22">Hum, M.</searchLink><br /><searchLink fieldCode="AR" term="%22Abidin%2C+Nur+Fatah%22">Abidin, Nur Fatah</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22New+Educational+Review%22">New Educational Review</searchLink>. 2018, Vol. 51 Issue 1, p19-29. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22Psychology+of+college+students%22">Psychology of college students</searchLink><br />*<searchLink fieldCode="DE" term="%22Thought+%26+thinking%22">Thought & thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Deconstruction%22">Deconstruction</searchLink>
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  Data: The presented research develops a deconstructive learning history model to promote the Higher Order Thinking Skill (HOTS) of university students. According to Thiagarajan, Semmel, & Semmel's (1974) approach, the model was developed in four stages: defining, design, development, and dissemination. The research participants were 120 students of the History Education Department, Sebelas Maret University, Indonesia. The authors found the main problems related to the aspects of chronological thinking, students' passive attitude, and the availability of learning path. Based on those problems, the author designed a deconstructive learning history model, consisting of four learning stages: problem statement, deconstruction, construction, and articulation. At the development and summative evaluation stages, the learning model proved feasible and effective in promoting the HOTS, thus, the learning model can solve the problems of time orientation and students' passive attitude. Considering the findings and results of the research, the authors state that the learning model becomes a decisive factor in provoking students to reach the higher cognitive level in Bloom's taxonomy. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of New Educational Review is the property of Wydawnictwo Adam Marszalek and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Philosophy of education
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