scholarly journals Deep Meaningful Learning

Encyclopedia ◽  
2021 ◽  
Vol 1 (3) ◽  
pp. 988-997
Author(s):  
Stylianos Mystakidis
Keyword(s):  
Pattern Recognition ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Meaningful Learning ◽  
Higher Order Thinking ◽  
Meaning Construction ◽  
Metacognitive Skills ◽  
Knowledge Application ◽  
Intellectual Engagement ◽  
Academic Record

Deep meaningful learning is the higher-order thinking and development through manifold active intellectual engagement aiming at meaning construction through pattern recognition and concept association. It includes inquiry, critical thinking, creative thinking, problem-solving, and metacognitive skills. It is a theory with a long academic record that can accommodate the demand for excellence in teaching and learning at all levels of education. Its achievement is verified through knowledge application in authentic contexts.

scholarly journals Higher order thinking skills competencies required by outcomes-based education from learners

Curationis ◽  
2006 ◽  
Vol 29 (3) ◽  
Author(s):  
MM Chabeli
Keyword(s):  
Creative Thinking ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Teacher Input ◽  
Learner Outcomes ◽  
Outcomes Based Education

Outcomes-Based Education (OBE) brought about a significant paradigm shift in the education and training of learners in South Africa. OBE requires a shift from focusing on the teacher input (instruction offerings or syllabuses expressed in terms of content), to focusing on learner outcomes. OBE is moving away from ‘transmission’ models to constructivistic, learner-centered models that put emphasis on learning as an active process (Nieburh, 1996:30). Teachers act as facilitators and mediators of learning (Norms and Standards, Government Gazette vol 415, no 20844 of 2000). Facilitators are responsible to create the environment that is conducive for learners to construct their own knowledge, skills and values through interaction (Peters, 2000). The first critical cross-field outcome accepted by the South African Qualification Framework (SAQA) is that learners should be able to identify and solve problems by using critical and creative thinking skills. This paper seeks to explore some higher order thinking skills competencies required by OBE from learners such as critical thinking, reflective thinking, creative thinking, dialogic / dialectic thinking, decision making, problem solving and emotional intelligence and their implications in facilitating teaching and learning from the theoretical perspective. The philosophical underpinning of these higher order thinking skills is described to give direction to the study. It is recommended that a study focusing on the assessment of these intellectual concepts be made. The study may be qualitative, quantitative or mixed methods in nature (Creswell 2005).

scholarly journals Systematic Literature Review on the Elements of Metacognition-Based Higher Order Thinking Skills (HOTS) Teaching and Learning Modules

2022 ◽  
Vol 14 (2) ◽  
pp. 813
Author(s):  
Hainora Hamzah ◽  
Mohd Isa Hamzah ◽  
Hafizhah Zulkifli
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Metacognitive Skills ◽  
Higher Order Thinking Skills ◽  
Learning Modules ◽  
Teaching Modules

Contemporary educational approaches which enculturate higher order thinking skills (HOTSs) through teaching and learning have become the latest trend in teaching. Knowledge clarity, understanding mastery, and teaching readiness are the catalysts for successfully implementing HOTS elements in teaching. However, even though HOTS learning is inextricably linked to metacognitive skills, teachers frequently underutilize metacognitive skills as an effective method of teaching HOTSs. Therefore, teachers face difficulties regarding their skills in integrating HOTSs into their teaching. Numerous studies on HOTS teaching and learning modules to guide teachers in applying these have been conducted; however, only a few researchers have conducted systematic literature reviews on the same subject. This article aims to produce a systematic literature review on the elements of a metacognition-based HOTSs teaching and learning module. The systematic literature review (SLR) writing process was conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) framework. Using 2 databases, namely, Web of Sciences (WoS) and Scopus, 15 articles were extracted out of 252, from 2017 to 2021, with exclusion and inclusion criteria taken into consideration. Based on the study’s thematic analysis, 3 main themes were identified: (1) HOTS, (2) metacognitive, and (3) inquiry. This study suggests that these three elements should be included in the contribution element of metacognition-based HOTSs teaching modules in school. This study contributes knowledge and guidelines to the construction of metacognition-based HOTSs teaching modules in schools, teachers’ preparedness to plan, monitor, and evaluate students’ higher order thinking skills, and opportunities for students to learn through HOTSs learning elements, as suggested in metacognition-based HOTS teaching modules.

scholarly journals Exploring the Influence of Social Media Usage for Academic Purposes Using a Partial Least Squares Approach

Computation ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 64
Author(s):  
Jabar H. Yousif ◽  
Firdouse R. Khan ◽  
Safiya N. Al Al Jaradi ◽  
Aysha S. Alshibli
Keyword(s):  
Social Media ◽  
Online Education ◽  
Least Squares ◽  
Partial Least Squares ◽  
Quantitative Research ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Sampling Technique ◽  
Linear Regression Method

Social media applications have been increasingly gaining significant attention from online education and training platforms. Social networking tools provide multiple advantages for communicating, exchanging opinions, and discussing specific issues. Social media also helps to improve the processes of teaching and learning through sharing educational programs. In this study, we used a quantitative research technique based on the partial least-squares (PLS) linear regression method to determine the influence of using social media as an online discussion and communication platform for academic purposes by assessing the relationships among the skills obtained through social media, the usage of social media, and the purpose of social media. A total of 200 students participated in this study (88% female and 12% males), and a purposive sampling technique was used to select a suitable population for the study. The results show that 61.5% of the participants use the web daily for more than five hours, mainly for social communication (meaningful dialog and discussion skills) and entertainment. The students agreed that social media develops their creative thinking, but it has no positive impact on their academic performance.

scholarly journals Critico-creative Thinking Pedagogy in ELT

2015 ◽  
Vol 4 ◽  
pp. 70-75 ◽  
Author(s):  
Bishnu Kumar Khadka
Keyword(s):  
Creative Thinking ◽  
Teaching And Learning ◽  
Theoretical Concept ◽  
Pedagogical Strategies ◽  
Practical Experiences ◽  
English Journal ◽  
Learning English

Teaching and learning English is an energizing, purposeful, and vital experience for developing learners’ competence, confidence, and creativity. It is only possible when we let our learners think critically and creatively in our ELT classroom. This article deals with the theoretical concept of critico-creative thinking as a pedagogy reflecting the practical experiences in general and in ELT in particular. It aims to suggest both teachers and learners to adopt the critico-creative pedagogical strategies while teaching and learning English. Journal of NELTA Surkhet Vol.4 2014: 70-75

scholarly journals Problems In HOTS Application: A Study of Teacher’s Reflection and Decision Making

JET ADI BUANA ◽  
2021 ◽  
Vol 6 (02) ◽  
pp. 163-170
Author(s):  
Intan Riza Aprilya ◽  
Muhammad Saifuddin
Keyword(s):  
Decision Making ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skill ◽  
Teaching Activities ◽  
Self Reflection ◽  
Qualitative Research Design ◽  
Critical Problems

Higher Order Thinking Skill (HOTS) is a demanded strategy to be applied in any teaching activities, including English teaching and learning process. This HOTS application offers attainable learning outcomes to the teachers when conducting teaching activities. Teachers are able to see how far students can learn based on cognitive, affective, and psychomotor aspect. However, there were problems which teachers found and challenged them to encounter the problems to keep the implementation of HOTS successful. This research was carried out to figure out teacher’s self-reflection on problems found and to determine decisions how to encounter them. In line to the research purpose, a qualitative research design was applied within interview and questionnaire. Furthermore, based on teacher’s reflection, it was revealed that during learning activities the students acted unmotivated and lack of confidence; they lacked English interest; and HOTs was not applied properly based on its stages. Then, decision making was established in terms of teaching strategies and lesson planning. In conclusion, despite the importance of creating HOTS to invite students to be creative and critical, problems still remained. Thus, self-reflection did assist teacher to analyze and figure out what teaching weaknesses are and imply to the HOTS application to improve teaching and learning process.

scholarly journals PERAN SELF REGULATION DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SEBAGAI UPAYA MENYIAPKAN GENERASI EMAS 2045

2020 ◽  
Vol 5 (1) ◽  
pp. 1-11
Author(s):  
Sri Hapsari
Keyword(s):  
High School ◽  
Social Studies ◽  
Junior High School ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Junior High ◽  
Self Regulation ◽  
Conscious Effort ◽  
Social Studies Teaching

The purpose of this research is to determine the role of self regulation in enhancing the ability of creative thinking in social studies teaching and learning. Therefore, the author conducted a survey on junior high school in South Tangerang, Banten. Students ability to organize themselves into an important key in developing the ability to think creatively. Students will know what you want to achieve so that he has a conscious effort to focus the attention and the ability to complete the task. Ability is what is required by Indonesian golden generation because they will be dealing with a very complex challenge. The golden generation should be given so that the provision could be responsible for the lives of himself and his people.

scholarly journals Conceptual Model of Technology-Enabled Creative Learning Community

Techno Com ◽  
2017 ◽  
Vol 16 (2) ◽  
pp. 164-181
Author(s):  
Dawam Dwi Jatmiko Suwawi
Keyword(s):  
Learning Community ◽  
Conceptual Model ◽  
Graduate School ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Design Science ◽  
Science Research ◽  
Creative Learning ◽  
Need To Evaluate ◽  
Definition Of

This paper proposes a definition of Creative Learning Community (CLC) that is enabled with technology and its conceptual model in Graduate School of Telkom University. As rooted to learning community term, CLC is defined as a teaching and learning approach within a learning community that consists of a group of students and faculty member that uses creative learning concept. This study adapts the Design Science Research Framework in Information System by Hevner et al to build the conceptual model. First, the study synthesizes existing literature on learning community and creative learning community to define CLC term. Second, based on a review of previous studies and books on learning community, creative thinking, group creativity, engaged learning, student learning outcomes and technology supporting creative learning community, the author analyzes construct candidates of the model. Third, after selecting constructs from the candidates, the study continues by designing the conceptual model of technology-enabled creative learning community. The model was tested the implementations of learning community in Graduate School of Telkom University. The findings provide several conceptual and managerial insights into the role of technology in supporting creative learning community. Future work will need to evaluate the model in the context of other engineering.

scholarly journals ANALISIS MATERI POKOK BAHASA INDONESIA PADA BUKU TEMATIK KELAS III MI/SD REVISI 2018

2020 ◽  
Vol 12 (2) ◽  
pp. 91-100
Author(s):  
Umi Salma Fauziyah
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Bahasa Indonesia

Penelitian ini bertujuan untuk mengetahui relevansi dari materi bahasa Indonesia pada buku tematik kelas 3 revisi 2018 dengan beberapa aspek yaitu ruang lingkup materi berdasarkan Permendikbud No 21 tahun 2016; HOTS (Higher Order Thinking Skills); 4Cs (creative thinking, critical thinking, communication, collaboration); literasi membaca-menulis; literasi digital. Metode penelitian yang digunakan adalah kualitatif dengan jenis analisis wacana pada materi bahasa Indonesia di buku tematik kelas 3 revisi 2018. Hasil penelitian menunjukkan adanya relevansi antara materi bahasa Indonesia pada buku tematik kelas 3 revisi 2018 dengan aspek yang sudah disebutkan dengan hasil 46% materi sudah disajikan, keterampilan HOTS tidak imbang karena mayoritas critical thinking yaitu 66,7% dan decision making tidak ada, keterampilan 4Cs sudah merata meski critical thinking lebih banyak yaitu 40,5%, literasi membaca persentasenya 78,9% dan literasi menulis 21,1%, literasi digital dibahas pada satu bagian tersendiri yaitu pada tema 7 subtema 3 meskipun materinya masih tahap pengenalan. Secara keseluruhan materi bahasa Indonesia pada buku tematik kelas 3 sudah cukup relevan dengan aspek-aspek yang berkaitan meski ada yang masih kurang merata pada beberapa aspek.

scholarly journals FAKTOR PENDORONG KREATIVITI DALAM KALANGAN PELAJAR POLITEKNIK

2020 ◽  
Vol 3 (2) ◽  
pp. 77-85
Author(s):  
Norfarahi Zulkifli ◽  
Mohd Isa Hamzah ◽  
Khadijah Abdul Razak
Keyword(s):  
Creative Thinking ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Mean Value ◽  
Study Data ◽  
Female Students ◽  
Male And Female ◽  
Cronbach Alpha ◽  
Student Gender ◽  
The Difference

This study aims to examine the factors that drive student creativity, identify key factors and look at differences in creativity factors for male and female students. A total of 119 respondents from one polytechnic in the southern zone were involved in this study. The study data were obtained from the administered questionnaire and the Cronbach Alpha value obtained was α = 0.873 and then analyzed using descriptive and inferential analysis. Descriptive analysis of student gender was seen using frequency and percentage while inference analysis using t-test at a significant level 0.05 was used to see the difference in creativity factors between genders. The results of the study found that the main factor that motivates student creativity is the knowledge factor with a mean value of 4.3025. In addition, studies also show that there is no difference in creativity factors between male and female students except for the knowledge factor. It is also hoped that this finding will provide an opportunity for lecturers to continue to strive and give encouragement during the teaching and learning process so that students' creativity can be highlighted through the factors that have been mentioned. Keywords: Creativity, Creative Thinking, Higher Education, Polytechnic, Students   Abstrak: Kajian ini bertujuan untuk mengkaji faktor-faktor yang mendorong kreativiti pelajar, mengenalpasti faktor utama dan melihat perbezaan faktor kreativiti bagi pelajar lelaki dan perempuan. Seramai 119 responden telah terlibat dalam kajian ini yang merupakan pelajar di sebuah politeknik di zon selatan. Data kajian diperoleh daripada soal selidik yang telah ditabdir dan nilai Cronbach Alpha yang diperolehi ialah α = 0.873 dan seterunsya dianalisis secara deskriptif dan inferensi. Analisis deskriptif mengenai jantina pelajar dilihat dengan menggunakan frekuensi dan peratusan manakala analisis inferensi menggunakan ujian t pada aras signifikan 0.05 digunakan untuk melihat perbezaan faktor kreativiti antara jantina. Hasil kajian mendapati faktor utama yang mendorong kreativiti pelajar ialah faktor ilmu pengetahuan dengan nilai min 4.3025. Melalui kajian ini juga diharap dapat memberikan peluang kepada pensyarah untuk terus berusaha dan memberi galakan semasa proses pengajaran dan pembelajaran agar kreativiti pelajar dapat diserlahkan dan ditonjolkan lagi melalui faktor yang telah disebutkan. Kata kunci: Kreativiti, Pemikiran Kreatif, Pendidikan Tinggi, Politeknik, Pelajar

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