Teacher-Efficacy for using HOTS Pedagogy in the Classroom (original) (raw)

English Teachers’ Efficacy in Using Pedagogical Techniques to Promote Higher Order Thinking Skills

2019

The 21st-century learning demanded students not only to be academically competent but also to master some crucial soft skills needed in today’s challenging world. Promoting and implementing HOTS becomes crucial things to do in the learning process. This study aimed to find out English teachers’ efficacy in using interactive, critical thinking and meta-cognitive pedagogical techniques to promote HOTS in the learning process . This study employed a survey research method. The research approach used is descriptive quantitative. Five Likert-scale questionnaires are used as the instruments for collecting the data. The questionnaires are distributed through the online form to 15 in-service English teachers at the secondary high school level. Furthermore, the data were analysed using a quantitative descriptive data analysis technique. The results of this study indicated that English teachers have high self-efficacy in using interactive, critical thinking, and meta-cognitive pedagogical str...

Teachers' Understanding and Practices in Assessing Higher Order Thinking Skills at Primary Schools

ACITYA Journal of Teaching & Education

The aim of this research was to explore primary school teachers’ understanding about higher order thinking skills (HOTS), its implementation in classroom assessments, and the quality of the HOTS assessment instrument constructed by the teachers. This qualitative research that was conducted from August to December 2018 involved 10 public and private primary school teachers in Jakarta and it is surrounding areas. Data about the teachers’ understanding of HOTS and how teachers applied the assessment of HOTS were obtained through semi-structured interviews. Meanwhile, the quality of the HOTS assessment instrument constructed by the teachers was analyzed to assess its alignment with basic competencies which have become the purpose of learning and the revised Bloom’s taxonomy to determine the level of cognitive process in each item. The research results showed that the primary school teachers that participated in this research have not had a comprehensive understanding of HOTS. The majori...

Teachers’ metacognitive knowledge and the instruction of higher order thinking

Teaching and Teacher Education, 1999

The purpose of the present study was to investigate teachers' declarative metacognitive knowledge of higher order thinking skills. This was a qualitative study conducted within the educational setting of in-service science teachers' courses. The main finding is that teachers' intuitive (i.e., pre-instructional) knowledge of metacognition of thinking skills is unsatisfactory for the purpose of teaching higher order thinking in science classrooms. A general practical implication of this study is that courses which prepare teachers for instruction of higher order thinking should address extensively the issue of metacognition of thinking skills.

Learning and Training Higher Order Thinking Skills (PdPc Hots) and Teacher Learning Competency

Universal Journal of Educational Research, 2022

This study was to determine the perception of secondary school teachers on the competency and application of HOTS in teaching and learning in the classroom. The survey results with this quantitative approach involved 187 secondary school teachers in the Jeli district. The questionnaire instrument used had been modified according to the research needs of the researcher. Statistical methods used descriptive statistics, mean and inference statistics through Pearson's correlation to examine the relationship between teacher competence and the application of teaching and learning among teachers. The findings show that teachers 'perceptions of teachers' competencies and the application of teaching and learning of HOTS in terms of curriculum, pedagogy and assessment are moderate. The analysis showed that there was a positive and significant relationship between teacher competency and the application of teaching and learning in HOTS among teachers. In conclusion, this study is expected to assist teachers, schools, PPDs, JPNs and the education ministry in efforts to improve the successful implementation of teaching and learning in the education system. Ongoing support and development from all sides are essential. Teachers need to equip themselves with the knowledge and practice them in the teaching and learning process to enhance HOTS.

The Moderating Role of HOTS Training Program on Teacher Efficacy and Teacher Effectiveness Relationship

Journal of Public Management Research, 2017

There has been an increased awareness from mass media, employers, educationalists, and researchers lately on Higher Order Thinking Skills (HOTS), as a prerequisite for the 21st century workforce. HOTS have portrayed a huge industry demand and the major goal of every educational institutions in providing education is to foster problem solving, critical thinking, and innovative skills among the students. Without a doubt, teachers are the most valuable resource accessible to all schools that shoulder the responsibility of molding and shaping students as individuals toward producing modern workforce who are good critical thinkers, creative, competent communicators and good problem solvers. Hence, the purpose of HOTS Training Program is to develop and improve the job-related knowledge, skills, and abilities to enhance teachers' performance and ultimately improve student learning.

HOTs Multiple Choice and Essay Questions: A Validated Instrument to Measure Higher-order Thinking Skills of Prospective Teachers

Journal of Turkish Science Education, 2021

Higher-order thinking skills (HOTs) are very crucial thinking skills needed by teachers to train students to develop 21st-century learning. This study aimed to develop Multiple Choice and Essay Questions to measure the HOTs of the prospective teachers of the elementary school education department. This study used a 4-D model by Thiagarajan which involved experts at natural science, evaluation studies, and primary school pedagogy in the content validation. We also involved 156 prospective teachers as the test subjects. The assessment of instrument quality by experts showed that the question quality was very good. This research succeeded in developing 10 multiple choice questions and 5 essays. The validity test by Rasch Model showed that there were 7 multiple choice questions classified as fit, and 3 questions were classified as a misfit, while the 2 essay questions are invalid and the other (3 questions) as valid. The reliability test with KR-20 on multiple-choice questions and Cronbach's alpha for the essay questions resulted reliable questions. The discrimination index showed discarded, sufficient, good, and very good. The item difficulty index showed that 3 questions are moderate (num 7, 1, 5) and 7 questions are difficult (num 4, 10, 6, 3, 2, 8, 9). The distractor efficiency showed that 59.2% of distractors worked, and 40.8% did not work. This instrument can be used to analyze prospective teachers' HOTs. This data can be used as the reference for developing competency improvement programs for prospective teachers, for example through the HOTs-oriented learning models.

Identifying Higher-Order Thinking Skills on Lesson Plan: How Do Teachers Construct the Lesson Plan?

Tadris: Jurnal Keguruan dan Ilmu Tarbiyah

In line with 21st-Century learning, the 2013 Curriculum highlights the development of critical thinking, problem analysis, problem-solving, decision making, and creating something new. Professional teachers need to facilitate students in developing these abilities. This research describes how the teachers plan the higher-order thinking skills (HOTs). This research is qualitative research with a descriptive design. The respondents were four teachers with 0-40 years of teaching experience. The data were collected qualitatively through documentation and interviews. The results showed that HOTs were not clearly expressed in the teacher's lesson plans at teaching experience levels of 0 to 10 years and 10 years to 20 years. Teachers with 20 to 30 years of teaching experience and 30 to 40 years of experience have expressed HOTs explicitly and completely in all parts of the lesson plan. Teachers have an important role in facilitating higher-order thinking skills that can be seen through...

Challenges in Addressing Metacognition in Professional Development Programs in the Context of Instruction of Higher- Order Thinking

Contemporary Pedagogies in Teacher Education and Development, 2018

This study investigates challenges in addressing metacognition in professional development (PD) programs addressing instruction of higher-order thinking (HOT). A set of semi-structured interviews was conducted with 18 instructional leaders who had prominent roles in large-scale implementation programs designed to teach HOT. Most participants (n = 15) expressed the opinion that metacognition is valuable in teaching HOT yet, reported that metacognitive teaching is rare in wide-scale efforts to implement HOT. They explained that the major reason for this gap is teachers' fragile knowledge of metacognition. The analysis shows a deficiency in teachers' general metacognitive knowledge, deficiency in the more specific metastrategic knowledge (MSK) regarding individual thinking strategies, and deficiencies in relevant pedagogical knowledge. Implications are discussed.

Investigating Teachers' Implementation and Strategies on Higher Order Thinking Skills in School Based Assessment Instruments

Asian Journal of University Education

Higher Order Thinking Skills (HOTS) among students is crucial to be developed in the education system as to prepare students to face the 21st century situations as well as to develop students to reach their full potential. In Malaysia, the integration of HOTS in the new School Based Assessment is a move towards realizing the government's aspiration of achieving a quality education system. The study seeks to investigate teachers' challenges and their strategies on integrating Higher Order Thinking Skills (HOTS) in School Based Assessment (SBA). This study was conducted at three Secondary schools in Tawau, Sabah, Malaysia. This study has been conducted using the descriptive quantitative research design. The instrument used is questionnaire and 68 teachers who are teaching Form One, Form Two and Form Three students at the schools participated in this study. Data is analysed using descriptive statistic and frequency, percentage, mean and standard deviation are analysed by using ...

The incorporation of thinking skills in the school curriculum

2004

The focus of current classroom teaching in Malaysia is the utilization of metacognitive strategies especially thinking skills. In fact many educational psychologists argued that thinking skills are important aspects in education (Sternberg, 1990a, l990b). In Malaysia, it is realized that many teachers are not fully capable of incorporating thinking skills in their teaching strategies. Therefore it is the objectives of this study to find out how far students are inculcated with: a) critical thinking; b) creative thinking; and c) divergent/convergent thinking. A research survey was carried out on 387 secondary school students aged between 15–16 years. Results showed that teachers incorporated critical thinking skills, creative thinking skills as well as convergent/divergent thinking skills in their teaching of their subjects. Though this study showed that there is a new trend in teaching and learning where students are actively involved in the learning process, there is plenty of room...