Learning in Electronic Local Cultural Environment to Improve Higher Order Thinking Skill of Elementary Pupil with Different Self-Regulated Learning
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| Title: | Learning in Electronic Local Cultural Environment to Improve Higher Order Thinking Skill of Elementary Pupil with Different Self-Regulated Learning |
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| Language: | English |
| Authors: | Dek Ngurah Laba Laksana (ORCID |
| Source: | Pegem Journal of Education and Instruction. 2024 14(2):216-229. |
| Availability: | Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: https://www.pegegog.net/index.php/pegegog |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Thinking Skills, Indigenous Knowledge, Elementary School Students, Cognitive Ability, Metacognition, Foreign Countries, Electronic Learning, Profiles, Comparative Analysis, Skill Development, Evaluation Methods, Inquiry, Active Learning, Printed Materials, Teaching Methods |
| Geographic Terms: | Indonesia |
| ISSN: | 2146-0655 2148-239X |
| Abstract: | The purpose of this study is to identify the difference between elementary pupils' higher order thinking skill (HOTS) in an environment learning using a variety of resources in a local culture-based learning. HOTS differences between those who use printed and electronic learning resources after controlling self-regulated learning pupil. This is an experimental quasi-research. Four groups of elementary school pupils from Ngada, Nusa Tenggara Timur, Indonesia, are the subject of the study. A three-dimensional self-reliance feature and 20 item of variable indicator descriptions are used to collect data, as is a high-level cognitive ability exam at the level of analysis, assessment, and invention of 10 item. To test the research hypothesis, the data was then examined using covariate analysis. A qualitative and descriptive analysis follows. A descriptive analysis is used to characterize the student's (high-level thinking) and deviation standards, whilst a qualitative analysis is used to explain high levels of thought profiles on elementary school thematic study. The results show a significant difference between students who are participating in incubation studies that draw on printed study resources and electronic study sources in terms of their high level of thinking capacity. Once the free learning variable was taken into account, the outcome indicated substance differences. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1420805 |
| Database: | ERIC |
| Abstract: | The purpose of this study is to identify the difference between elementary pupils' higher order thinking skill (HOTS) in an environment learning using a variety of resources in a local culture-based learning. HOTS differences between those who use printed and electronic learning resources after controlling self-regulated learning pupil. This is an experimental quasi-research. Four groups of elementary school pupils from Ngada, Nusa Tenggara Timur, Indonesia, are the subject of the study. A three-dimensional self-reliance feature and 20 item of variable indicator descriptions are used to collect data, as is a high-level cognitive ability exam at the level of analysis, assessment, and invention of 10 item. To test the research hypothesis, the data was then examined using covariate analysis. A qualitative and descriptive analysis follows. A descriptive analysis is used to characterize the student's (high-level thinking) and deviation standards, whilst a qualitative analysis is used to explain high levels of thought profiles on elementary school thematic study. The results show a significant difference between students who are participating in incubation studies that draw on printed study resources and electronic study sources in terms of their high level of thinking capacity. Once the free learning variable was taken into account, the outcome indicated substance differences. |
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| ISSN: | 2146-0655 2148-239X |
