期刊名称：International Journal of Education and Literacy Studies
电子版ISSN：2202-9478
出版年度：2019
卷号：7
期号：4
页码：17-22
DOI：10.7575/aiac.ijels.v.7n.4p.17
出版社：Australian International Academic Centre PTY. LTD.
摘要：In teaching and learning process particularly at university level, High Order Thinking Skills (HOTS) should be an integral element to foster students’s critical and creative thinking. It should not only be designed for assessment purposes but also be implemented within classroom teaching process. This study is aimed at analyzing students’ HOTS encompassing three cognitive domains as parameters to identify students’ HOTS namely; analysing, evaluating, and creating. This is a mixed method study which is descriptively presented. The data collection was conducted by employing three observations during teaching learning process and distributing questionnaires to 32 students of English department in semester 5. In addition, students were selected using snowball technique and were interviewed. Both qualitative and quantitative approaches were used to data analysis. The finding reveals that indicators and characteristics of HOTS are presented very consistently during classroom teaching. Students frequently show critical and creative thinking through variety of ways when participating in the classroom teaching process. The Interpretation Card works so effectively and contributes vividly to the HOTS of the students.
其他摘要：In teaching and learning process particularly at university level, High Order Thinking Skills (HOTS) should be an integral element to foster students’s critical and creative thinking. It should not only be designed for assessment purposes but also be implemented within classroom teaching process. This study is aimed at analyzing students’ HOTS encompassing three cognitive domains as parameters to identify students’ HOTS namely; analysing, evaluating, and creating. This is a mixed method study which is descriptively presented. The data collection was conducted by employing three observations during teaching learning process and distributing questionnaires to 32 students of English department in semester 5. In addition, students were selected using snowball technique and were interviewed. Both qualitative and quantitative approaches were used to data analysis. The finding reveals that indicators and characteristics of HOTS are presented very consistently during classroom teaching. Students frequently show critical and creative thinking through variety of ways when participating in the classroom teaching process. The Interpretation Card works so effectively and contributes vividly to the HOTS of the students.
