Improving Critical Thinking Skills Through Higher Order Thinking Skills (HOTS)-Based Science.
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| Title: | Improving Critical Thinking Skills Through Higher Order Thinking Skills (HOTS)-Based Science. |
|---|---|
| Authors: | Muhibbuddin1 muhibbuddin@unsyiah.ac.id, Artika, Wiwit2 wartika@unsyiah.ac.id, Nurmaliah, Cut1 cutnurmaliah@fkip.unsyiah.ac.id |
| Source: | International Journal of Instruction. Oct2023, Vol. 16 Issue 4, p283-296. 14p. |
| Subject Terms: | *Critical thinking, *Junior high schools, *Science classrooms, *Science education, Semantic differential scale |
| Geographic Terms: | Banda Aceh (Indonesia) |
| Abstract: | Through various strategies and learning models, efforts have been made to improve students' critical thinking skills in elementary and secondary school science classrooms. However, there are still a few research results that show efforts to improve critical thinking skills through Higher Other Thinking Skill (HOTS)-based science questions. Therefore, this study aims to test the effectiveness of students' habituation to HOTS-based science questions in improving students' critical thinking skills in science. In this study, students who were exposed to the HOTS-based science questions and who were not are being compared. The method used is an experimental method with a Pretest Posttest Non-Equivalent Control Group Design. This study involved 165 students from one of the Public Junior High Schools in Banda Aceh, Indonesia. To collect data related to critical thinking skills, a pretest, and posttest were administered, where each test used a long answer HOTS-based science questions. The data obtained from the test were then analyzed using descriptive and inferential statistical techniques. This study found that the habituation of HOTS-based science questions can effectively improve students' critical thinking, indicated by a significant difference in critical thinking skills scores in science between the control (n=81) and the experimental classes (n=84). The results of this study are expected to provide an overview and benefits for practitioners of science education to improve critical thinking skills in science using HOTS questions. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 172770552 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Improving Critical Thinking Skills Through Higher Order Thinking Skills (HOTS)-Based Science. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Muhibbuddin%22">Muhibbuddin</searchLink><relatesTo>1</relatesTo><i> muhibbuddin@unsyiah.ac.id</i><br /><searchLink fieldCode="AR" term="%22Artika%2C+Wiwit%22">Artika, Wiwit</searchLink><relatesTo>2</relatesTo><i> wartika@unsyiah.ac.id</i><br /><searchLink fieldCode="AR" term="%22Nurmaliah%2C+Cut%22">Nurmaliah, Cut</searchLink><relatesTo>1</relatesTo><i> cutnurmaliah@fkip.unsyiah.ac.id</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Oct2023, Vol. 16 Issue 4, p283-296. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Junior+high+schools%22">Junior high schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+classrooms%22">Science classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br /><searchLink fieldCode="DE" term="%22Semantic+differential+scale%22">Semantic differential scale</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Banda+Aceh+%28Indonesia%29%22">Banda Aceh (Indonesia)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Through various strategies and learning models, efforts have been made to improve students' critical thinking skills in elementary and secondary school science classrooms. However, there are still a few research results that show efforts to improve critical thinking skills through Higher Other Thinking Skill (HOTS)-based science questions. Therefore, this study aims to test the effectiveness of students' habituation to HOTS-based science questions in improving students' critical thinking skills in science. In this study, students who were exposed to the HOTS-based science questions and who were not are being compared. The method used is an experimental method with a Pretest Posttest Non-Equivalent Control Group Design. This study involved 165 students from one of the Public Junior High Schools in Banda Aceh, Indonesia. To collect data related to critical thinking skills, a pretest, and posttest were administered, where each test used a long answer HOTS-based science questions. The data obtained from the test were then analyzed using descriptive and inferential statistical techniques. This study found that the habituation of HOTS-based science questions can effectively improve students' critical thinking, indicated by a significant difference in critical thinking skills scores in science between the control (n=81) and the experimental classes (n=84). The results of this study are expected to provide an overview and benefits for practitioners of science education to improve critical thinking skills in science using HOTS questions. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction 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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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2023.16417a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 283 Subjects: – SubjectFull: Critical thinking Type: general – SubjectFull: Junior high schools Type: general – SubjectFull: Science classrooms Type: general – SubjectFull: Science education Type: general – SubjectFull: Semantic differential scale Type: general – SubjectFull: Banda Aceh (Indonesia) Type: general Titles: – TitleFull: Improving Critical Thinking Skills Through Higher Order Thinking Skills (HOTS)-Based Science. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Muhibbuddin – PersonEntity: Name: NameFull: Artika, Wiwit – PersonEntity: Name: NameFull: Nurmaliah, Cut IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 16 – Type: issue Value: 4 Titles: – TitleFull: International Journal of Instruction Type: main |
| ResultId | 1 |
