Learning and Assessment of HOTS among Senior High School Economics Students
DOI:
https://doi.org/10.23887/jpp.v56i1.59290Keywords:
High-order thinking skills, Self-concept, Methods of teaching economics, Learning, AssessmentAbstract
In today's world, where globalization is rapidly increasing, critical thinking, rationality, and tolerance are essential for personal and interpersonal well-being. The study aims to analyze the impact of teaching methods, self-concept, and assessment on students' higher-order thinking skills (HOTS) in economics in senior high school (SHS). The research subjects involved 220 economics students from three SHS. The study used a quantitative survey method with the use of a designed questionnaire and used ordinal logistic regression to find the correlations between variables. The findings suggest that teaching methods, self-concepts, and assessment have a significant impact on students' understanding of economics subjects by promoting higher-order thinking skills. To improve Ghana's educational system and meet the Sustainable Development Goals (SDGs) 2030, the study also underlines the necessity of HOTS-oriented assessment in classroom instruction. Therefore, the study recommends the use of various instructional strategies, such as open-ended questions and practical problem-solving tasks that encourage students to manipulate unfamiliar or novel situations, rather than relying on recall or restatement of previously taught material. The implication of this study is that curriculum developers should take into consideration a well-structured question in the curriculum that will elicit students' high-order thinking skills.
References
Abosalem, Y. (2016). Assessment techniques and students’ higher-order thinking skills. International Journal of Secondary Education, 4(1), 1–11. https://doi.org/10.11648/j.ijsedu.20160401.11. DOI: https://doi.org/10.11648/j.ijsedu.20160401.11
Abutabenjeh, S., & Jaradat, R. (2018). Clarification of research design, research methods, and research methodology: A guide for public administration researchers and practitioners. Teaching Public Administration, 36(3), 237–258. https://doi.org/10.1177/0144739418775787. DOI: https://doi.org/10.1177/0144739418775787
Adu, I. N., Boakye, K. O., Suleman, A.-R., & Bingab, B. B. B. (2020). Exploring the factors that mediate the relationship between entrepreneurial education and entrepreneurial intentions among undergraduate students in Ghana. Asia Pacific Journal of Innovation and Entrepreneurship, 14(2), 215–228. https://doi.org/10.1108/apjie-07-2019-0052. DOI: https://doi.org/10.1108/APJIE-07-2019-0052
Afriyana, E., Rifqiawati, I., Mahrawi, M., Hendriyani, M. E., & Ratnasari, D. (2021). Profile of high order thinking skills (HOTS) in create level of SMA students on biology learning material at Banten Province. Journal on Biology and Instruction, 1(2), 71–79. https://doi.org/10.26555/joubins.v1i2.4021. DOI: https://doi.org/10.26555/joubins.v1i2.4021
Bayona-Saez, C., Cruz-Cázares, C., García-Marco, T., & Sánchez García, M. (2017). Open innovation in the food and beverage industry. Management Decision, 55(3), 526–546. https://doi.org/10.1108/MD-04-2016-0213. DOI: https://doi.org/10.1108/MD-04-2016-0213
Buabeng, I., Owusu, K. A., & Ntow, F. D. (2014). TIMSS 2011 science assessment results: A review of Ghana’s performance. DOI: https://doi.org/10.5430/jct.v3n2p1
Burridge, J. (1981). ANote onMaximum Likelihood Estimation for Regression Modelsusing Grouped Data. Journal of the Royal Statistical Society: Series B (Methodological), 43(1), 41–45. https://doi.org/10.1111/j.2517-6161.1981.tb01146.x. DOI: https://doi.org/10.1111/j.2517-6161.1981.tb01146.x
Care, E. (2018). Twenty-first century skills: From theory to action. Assessment and Teaching of 21st Century Skills: Research and Applications, 3–17. https://doi.org/10.1007/978-3-319-65368-6_1. DOI: https://doi.org/10.1007/978-3-319-65368-6_1
Chalkiadaki, A. (2018). A systematic literature review of 21st century skills and competencies in primary education. International Journal of Instruction, 11(3), 1–16. https://doi.org/10.12973/iji.2018.1131a. DOI: https://doi.org/10.12973/iji.2018.1131a
Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th ed). SAGE Publications.
Effendi, H., & Hendriyani, Y. (2020). The conceptual and hypothetical model of interactive blended problem based learning. JPI (Jurnal Pendidikan Indonesia), 8(2), 285–292. https://doi.org/10.23887/jpi-undiksha.v8i2.24162. DOI: https://doi.org/10.23887/jpi-undiksha.v8i2.24162
Ennis, R. H. (1993). Critical thinking assessment. Theory into Practice, 32(3), 179–186. https://doi.org/10.1080/00405849309543594. DOI: https://doi.org/10.1080/00405849309543594
Fauziah, A. S. N., Friatin, L. Y., & Surahmat, A. (2021). Teaching media “powtoon” to assist students’ writing narrative text. Jadila: Journal of Development and Innovation in Language and Literature Education, 1(4), 416–422. https://doi.org/10.52690/jadila.v1i4.154. DOI: https://doi.org/10.52690/jadila.v1i4.154
Gaimi, F. (2017). The impact of inquiry-based learning approach on critical thinking skill of EFL students. Efl Journal, 2(2), 89–102. https://doi.org/10.21462/eflj.v2i2.38. DOI: https://doi.org/10.21462/eflj.v2i2.38
Gong, D., Yang, H. H., & Cai, J. (2020). Exploring the key influencing factors on college students’ computational thinking skills through flipped-classroom instruction. International Journal of Educational Technology in Higher Education, 17(1), 1–13. https://doi.org/10.1186/s41239-020-00196-0. DOI: https://doi.org/10.1186/s41239-020-00196-0
Guisan, A. (2000). Ordinal response regression models in ecology. Journal of Vegetation Science, 11(5), 617–626. https://doi.org/10.2307/3236568. DOI: https://doi.org/10.2307/3236568
Huang, Y.-M., Silitonga, L. M., & Wu, T.-T. (2022). Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills. Computers & Education, 183, 104494. https://doi.org/10.1016/j.compedu.2022.104494. DOI: https://doi.org/10.1016/j.compedu.2022.104494
Hujjatusnaini, N., Corebima, A. D., Prawiro, S. R., & Gofur, A. (2022). The Effect of Blended Project-Based Learning Integrated With 21St-Century Skills on Pre-Service Biology Teachers’ Higher-Order Thinking Skills. Jurnal Pendidikan IPA Indonesia, 11(1), 104–118. https://doi.org/10.15294/jpii.v11i1.27148. DOI: https://doi.org/10.15294/jpii.v11i1.27148
Hursen, C. (2021). The effect of problem-based learning method supported by web 2.0 tools on academic achievement and critical thinking skills in teacher education. Technology, Knowledge and Learning, 26, 515–533. https://doi.org/10.1007/s10758-020-09458-2. DOI: https://doi.org/10.1007/s10758-020-09458-2
Karagöz, M., & Çakir, M. (2011). Problem Solving in Genetics: Conceptual and Procedural Difficulties. Educational Sciences: Theory & Practice, 11(3), 1668–1674. https://eric.ed.gov/?id=EJ936343.
Kurniawan, R. Y., & Lestari, D. (2019). The development assessment instruments of higher order thinking skills on economic subject. Dinamika Pendidikan, 14(1), 102–115. https://doi.org/10.15294/dp.v14i1.19226. DOI: https://doi.org/10.15294/dp.v14i1.19226
Long, R. G. (2008). The crux of the method: assumptions in ordinary least squares and logistic regression. Psychological Reports, 103(2), 431–434. https://doi.org/10.2466/pr0.103.2.431-434. DOI: https://doi.org/10.2466/pr0.103.2.431-434
Malik, R., & Janowska, A. A. (2018). Megatrends and their use in economic analyses of contemporary challenges in the world economy. Prace Naukowe Uniwersytetu Ekonomicznego We Wrocławiu, 523, 209–220. https://doi.org/10.15611/pn.2018.523.18. DOI: https://doi.org/10.15611/pn.2018.523.18
Marzano, R. J. (1993). How classroom teachers approach the teaching of thinking. Theory into Practice, 32(3), 154–160. https://doi.org/10.1080/00405849309543591. DOI: https://doi.org/10.1080/00405849309543591
Mayer, R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem solving. Instructional Science, 26(1–2), 49–63. https://doi.org/10.1023/A:1003088013286 DOI: https://doi.org/10.1023/A:1003088013286
McHugh, M. L. (2013). The chi-square test of independence. Biochemia Medica, 23(2), 143–149. https://doi.org/10.11613/BM.2013.018. DOI: https://doi.org/10.11613/BM.2013.018
Nguyễn, T. M. T., & Nguyễn, T. T. L. (2017). Influence of explicit higher-order thinking skills instruction on students’ learning of linguistics. Thinking Skills and Creativity, 26, 113–127. https://doi.org//10.1016/j.tsc.2017.10.004. DOI: https://doi.org/10.1016/j.tsc.2017.10.004
Roberts, T. G., & Dyer, J. E. (2005). The relationship of self-efficacy, motivation, and critical thinking disposition to achievement and attitudes when an illustrated web lecture is used in an online learning environment. Journal of Agricultural Education, 46(2), 12–23. https://doi.org/10.5032/jae.2005.02012. DOI: https://doi.org/10.5032/jae.2005.02012
Saptono, A., Suparno, S., Wibowo, A., Ahman, E., Ismiyati, I., & Sukayugi, D. (2020). An analysis of higher-order thinking skills (HOTS) in the learning of economics. International Journal of Learning, Teaching and Educational Research, 19(4), 268–290. https://doi.org/10.26803/ijlter.19.4.16. DOI: https://doi.org/10.26803/ijlter.19.4.16
Saputri, A. C., Rinanto, Y., & Prasetyanti, N. M. (2019). Improving Students’ Critical Thinking Skills in Cell-Metabolism Learning Using Stimulating Higher Order Thinking Skills Model. International Journal of Instruction, 12(1), 327–342. https://eric.ed.gov/?id=EJ1201357. DOI: https://doi.org/10.29333/iji.2019.12122a
Serin, H. (2020). Virtual Reality in Education from the Perspective of Teachers. Revista Amazonia Investiga, 9(26), 291–303. https://doi.org/10.34069/ai/2020.26.02.33. DOI: https://doi.org/10.34069/AI/2020.26.02.33
Sugandi, D., & Ruhimat, M. (2021). The Urgency of HOTS-Oriented Learning and Assessment Towards Quality of Education in Facing Indonesia Sustainable Development Goals (SDGs) 2030. 5th Asian Education Symposium 2020 (AES 2020), 237–250. https://doi.org/10.2991/assehr.k.210715.052. DOI: https://doi.org/10.2991/assehr.k.210715.052
Talmi, I., Hazzan, O., & Katz, R. (2018). Intrinsic Motivation and 21st-Century Skills in an Undergraduate Engineering Project: The Formula Student Project. Higher Education Studies, 8(4), 46–58. https://eric.ed.gov/?id=EJ1191707. DOI: https://doi.org/10.5539/hes.v8n4p46
Taskin Yilmaz, F., Kelleci, M., & Aldemir, K. (2018). The Effect of High Fidelity Simulation Training on Critical Thinking and Problem Solving Skills in Nursing Students in Turkey. Educational Research in Medical Sciences, 7(2). https://doi.org/10.5812/erms.83966. DOI: https://doi.org/10.5812/erms.83966
Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st Century Skills through Scientific Literacy and Science Process Skills. Procedia - Social and Behavioral Sciences, 59, 110–116. https://doi.org/10.1016/j.sbspro.2012.09.253. DOI: https://doi.org/10.1016/j.sbspro.2012.09.253
Warsah, I., Morganna, R., Uyun, M., Hamengkubuwono, & Afandi, M. (2021). The Impact of Collaborative Learning on Learners’ Critical Thinking Skills. International Journal of Instruction, 14(2), 443–460. https://doi.org/10.29333/iji.2021.14225a. DOI: https://doi.org/10.29333/iji.2021.14225a
Williams, R. (2016). Understanding and interpreting generalized ordered logit models. Journal of Mathematical Sociology, 40(1), 7–20. https://doi.org/10.1080/0022250X.2015.1112384. DOI: https://doi.org/10.1080/0022250X.2015.1112384
Zerihun, Z., Beishuizen, J., & Van Os, W. (2012). Student learning experience as indicator of teaching quality. Educational Assessment, Evaluation and Accountability, 24, 99–111. https://doi.org/10.1007/s11092-011-9140-4. DOI: https://doi.org/10.1007/s11092-011-9140-4
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Kennedy Acheampong, Dadang Dahlan, Disman Disman, Edi Suryadi, Muhamad Arief Ramdhany
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Pendidikan dan Pengajaran agree to the following terms:- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
