Burhanuddin Tola Dosen UNJ dan Pembina IB

Transkripsi

1 Penggunaan Higher Order Thinking Skills (HOTS) dalam Peningkatan Mutu Madrasah Burhanuddin Tola Dosen UNJ dan Pembina IB

2 Penerapan HOTS dlm Pembelajaran Kira-kira bagaimana pertanyaan HOTS suasana pembelajaran in?

5 PERGESERAN PARADIKMA PENILAIAN PENDIDIKAN BERMUTU Kenapa dimulai dari siswa? Guru Kepsek Penilai K Kenapa Kompetensi? E A Psi ko lo gi & Da ta Apakah Kenaikan Kompetensi Harus Sesuai atau Superior dgn Pertumbuhan? P

6 SYARAT KEHARUSAN STANDAR Model of Educational Quality Assurance (QA), Quality Control (QC), and Quality Improvement (QI) ISI PROSES PENDIDIK & TENAGA KPDDK SARANA & PRASARANA PENGELOLAAN PEMBIAYAAN PENILAIAN QA PENILAIAN OLEH PENDIDIK PENILAIAN OLEH SATUAN PENDIDI PENILAIAN OLEH PEMERINTAH EVALUASI KINERJA (BSNP, BAN-S/M, BAN-PT, BAN-NF) SK,KI KD, IN, HOTS QC KOMPETENSI LULUSAN MUTU HASIL BELAJAR QI SYARAT KECUKUPAN

7 Pertanyaan Higher-Order Thinking Skills (HOTS) 1. Bagaimana HOTS sebenarnya? 2. Apakah HOTS dapat meningkatkan Prestasi Belajar Siswa? 3. Bagaimana hubungan HOTS dengan Kurikulum? 4. Bagaimana pembelajaran berbasis HOTS 5. Bagaimana level berfikir HOTS? 6. Bagaimana mengembangkan HOTS? 7. Bagaimana mengkonstruksi item HOTS? 8. dll

8 Defenisi Keterampilan berpikir tingkat tinggi (HOTS) pada dasarnya merupakan kejadian berpikir seseorang dalam tingkat lebih tinggi dari suatu hirarki pengelolaan pengetahuan. Taksonomi Bloom memberi pengaturan hirarkis paling diterima dalam bidang pendidikan dan dapat dilihat sebagai sebuah kontinum keterampilan berpikir yang dimulai dengan tingkat pengetahuan berpikir rendah bergerak ke tingkat pengetahuan berpikir tinggi.

9 HOTS Mendata keterampilan berpikir lebih tinggi; Menilai dan menentukan masalah yang belom selesai; Menentukan fakta-fakta yang tersimpan dalam memori yang kemungkinan bisa keluar utk membantu memecahkan masalah; Mengenali informasi lebih lanjut apabila diperlukan di mana saja untuk mencari pemecahan masalahnya kembali; Melakukan deal pikiran yang belom jelas melalui 'brainstorming' agar ide atau pendapat dapat diselesaikan.

10 HOTS Melaksanakan analisis yang kompleks yang membutuhkan perencanaan, pengelolaan, pengawasan, dan penyesuaian; Melatih membuat pertimbangan dalam situasi di mana masalah belom jelas mana yang 'benar' dan mana yang 'salah dari suatu informasi, tetapi lebih kurang berguna bagimana cara melakukannya; Melakukan langkah2 di luar rutinitas untuk menangani masalah yang muncul.

11 The characteristics of HOTS HOTS involves more than one fixed answer HOTS is brought about by complex tasks HOTS is about understanding HOTS is both content-free and contentrelated

12 Some common questions about HOTS Are there lower-order (HOLS) and higher-order thinking skills (HOTS)? Are there specific thinking skills for different age groups? Are HOTS applicable for lowability students?

13 Different kinds of HOTS Educators from different backgrounds have different conceptualization & classification systems. Creative Thinking Critical Thinking Bloom s Taxonomy Lorin Anderson Marzano s Dimensions of Learning Metacognition HOTS in chemistry 13

14 What is HOTS? Creative Thinking (e.g., De Bono; Perkins) Ability to generate novel and multiple solutions Aesthetics, risk-taking, edge of knowledge Lateral Thinking (I.e., six hats) HOTS in chemistry 14

15 What is HOTS? Critical Thinking (Ennis) focus on a question analyze arguments; observe and seek supports for evidence make inferences (induction & deduction) identify unstated assumptions decide on an action employ strategies to interact with others in discourse

16 What is HOTS? Metacognition & higher-level understanding (Bereiter, Scardamalia, Resnick, Brown) Thinking about thinking (meta-cognition) Higher-order thinking is about students taking active roles in constructing meaning and deep understanding

17 HOTS in Curriculum improves student achievement at the School Level HOTS curriculum focuses on Higher Order Thinking and Technology HOTS courses utilize Hands-On Technology HOTS instruction promotes Cognitive Development HOTS classroom environments reflect Active Interactions

18 What are thinking skills? We are what we repeatedly do. Excellence is not an act, but a habit (Aristotle) A thinking skill is: a mental process learnt through practice how we apply intelligence to a problem our capacity to make judgements What is good thinking?

19 What is higher order thinking skills? Intellectually challenging, requires effort Complex and multi-variable Open, uncertain, not routine or algorithmic Seeks meaning, conceptual understanding Evaluative, involving criteria for judgement Metacognitive, involves selfregulation

20 What are higher order skills? Higher order skills are skills involving analysis, evaluation and synthesis (creation of new knowledge). These are thought to be of a higher order, requiring different learning and teaching methods than the learning of facts and concepts. HOT melibatkan belajarar pada keterampilan yang kompleks, misalnya berfikir kritis dan penyelesaian masalah. HOT adalah pemikiran lebih sukar untuk belajar atau mengajar, tetapi juga lebiah valuable karena keterampilan are lebih berguna dalam situasi yang baru dan tidak familiar. HOQ memerlukan jawaban yang di luar informasi biasa, bahasa dan pemikiran disamping lebih kompleks. Mereka belajar dalam fungsi bahasa kedalam abstrak, misalnya sebagai opini pemberian dan jastifikasi, spekualais dan hipotesa. Are you already doing some of these?

21 Bloom s Taxonomy Classification of cognitive skills (1956) Knowledge Comprehension Application Analysis Synthesis Evaluation (Wilson, 2006)

22 Bloom s Taxonomy

23 The New Bloom s Lorin Anderson and David Krathwohl Remember Understand Apply Analyze Evaluate Create

24 The New Bloom s (Anderson, 2006)

25 Perubahan Taksonomi Bloom HOTS

26 B L O O M S T A X O N O M Y Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding

27 B L O O M S T A X O N O M Y Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Using knowledge of shape, write a question given a context/problem. In context, compare shape with a variety of different bar graphic come to a decision. Given a shape of normal curve, find the analysis of kinds curve. Find the applcation shape of a quantity. Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Explain the shape you know. Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding List all the shape you know.

28 Items Nama-nama: Shape

29 Item Aplikasi: Shape

30 Item Analisis: Shape

31 Item Evaluasi: Shape

32 Item Kreasi: Shape

33 INSTRUCTION TRAINING Teacher Profession, Teacher Improving, Teacher Remediating, Teacher Diagnosting, Teacher Changing Mindset, Teacher Commitment, Teacher Expecting/Predicting, Teacher Setting HOTS, Teacher Writing Items etc

34 Why do student think? Is HOTS question, maybe?

35 What is Critical Thinking? Is a Teacher Here? When students are asked to address a purpose and come up with a solution, they truly begin to identify, analyze, and solve problems through critical thinking. (Schneider, 2002) Higher-Order Thinking Bloom s Taxonomy The New Blooms

36 Berpikir Kritis Berpikir kritis adalah keterampilan berpikir yang menggunakan proses berpikir dasar untuk menganalisis argumen, memunculkan wawasan dan interpretasi ke dalam pola penalaran yang logis, memahami asumsi dan bias yang mendasari tiap posisi, memberikan model presentasi yang ringkas dan meyakinkan.

37 Berpikir Kreatif Berpikir kreatif adalah keterampilan berpikir yang menggunakan proses berpikir dasar untuk mengembangkan atau menemukan ide atau produk dengan menekankan pada aspek berpikir intuitif dan rasional; khususnya dalam menggunakan informasi dan menjelaskannya dengan prespektif asli pemikir.

38 Teachers and Students as Researchers Thinking teachers and students enhance teaching and learning by research through: questioning, problem posing studying multiple sources of information applying higher order thinking extending thinking through dialogue reviewing processes and outcomes How do we build research into the curriculum?

39 Developing Higher Order Thinking Skills (HOTS)

40 Developing Thinking And Learning This workshop will focus on: developing HOTS dialogic teaching and learning the development of qualifications in HOTS based on Basic Competencies to support the Curriculum for Excellence programme.

41 Thinking to Learn and Learning to Think

42 Dimensions of thinking These dimensions of thinking at literal, strategic, and conceptual levels : information processing critical thinking creative thinking comparative (evaluative) thinking through self-reflection, dialogue and writing, characteristics research.

43 Activities that Promote HOTS Collaborative learning Experiential learning Problem-based learning Outcome-focused learning Interdisciplinary and multi-context learning Systems thinking High level discussion Interactive questioning Action based research Peer reflection and challenge Etc.

44 Collaborative Learning Students should be taught and expected to ask each other higher order questions.

45 Experiential Learning All students should be engaged in asking and responding to questions.