Profile of High Order Thingking Skill (HOTS) of Junior High School Students’ Grade 8 in Solving Linear Equation System Problems Based on Kinesthetic and Visual Learning Styles

Winda Syam Tonra(1Mail), Mega Teguh Budiarto(2), Masriyah Masriyah(3), Wilda Syam Tonra(4),
(1) Postgraduate Program, Department of Mathematics Education, Universitas Negeri Surabaya, Surabaya, Indonesia
(2) Department of Mathematics Education, Universitas Khairun, Ternate, Maluku Utara, Indonesia
(3) Department of Mathematics Education, Universitas Khairun, Ternate, Maluku Utara, Indonesia
(4) Postgraduate Program, Department of Mathematics Education, Universitas Negeri Surabaya, Surabaya, Indonesia

Mail Corresponding Author
Copyright (c) 2020 Winda Syam Tonra, Mega Teguh Budiarto, Masriyah Masriyah, Wilda Syam Tonra

DOI : https://doi.org/10.33122/ijtmer.v2i4.139

Full Text:  
Pages: 212-214
Language : en

Abstract


This qualitative research aims to describe profile high order thinking  skill (HOTS) of Junior high school students’ grade 8 in solving linear equation system problems based on kinesthetic and visual learning styles. In collecting data, mathematics ability test and learning style questionnaire aims to select students to be research subjects. Then, problem solving tests to determine the high order thinking skills and interviews were used to obtain data on students' high order thinking skills that were not obtained from problem solving tests. There are 3 (three) aspects of HOTS in this study which are analyzing, evaluating and creating. The results of the study show that in the aspect of analyzing, students with kinesthetic and visual learning styles can distinguish the information needed, know what is sought and know the relationship between information. In creating aspect, kinesthetic and visual aspects can know ideas, strategies used and can implement these ideas and strategies in solving problems. Whereas in the Evaluation aspect, kinesthetic uses a strategy in checking the truth in the answer but the visual does not use the strategy. Thus, it can be concluded that the differences of kinesthetic students and visual students lay on strategies used in checking the truth of the answers of the problem given.


Keywords


Hots; Kinesthetic And Visual Students; Problem Solving;

References


Anderson, L., & Krathwohl, D. R. (2001). Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.

Apino, E., & Retnawati, H. (2017). Developing Instructional Design to Improve Mathematical Higher Order Thinking Skills of Students. Journal of Physics: Conference Series 812 (2017)012100. pp. 1-7

Brookhart, S. M. (2010). How to Assess Higher Order Thinking Skills in Your Classroom. Virginia USA : SCD Alexandria.

Chao, Thi Ha. 2018. Teachers’ Capacity of Instruction for Developing Higher – Order Thinking Skills for Upper Secondary Students – A Case Study in Teaching Mathematics in Vietnam. Revista Romaneasca Pentru Educatie Multimensionala. Vol. 10, Issue 1, pp. 8-19.

Fitriana, D. A., & Supahar, S. (2019). Developing an Assessment Instrument of Mathematical Problem-Solving Skills in Senior High School. International Journal of Trends in Mathematics Education Research, 2(3), 138-141.

Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory into Practice. Volume 41, number 4, pp.212-218.

Kurniawan, D., & Wahyuningsih, T. (2018). Analysis of Student Difficulties in Statistics Courses. International Journal of Trends in Mathematics Education Research, 1(2).

McCurry, D. (2014). A Higher Degree of Difficult: Assessing Higher-Order Thinking in Cross-Curricular Tests with Multiple Choice Items. Cambridge 34th Annual Conference (2008).

PISA. (2015). Results in Focus. OECD.

Pratiwi, I. (2019). Improving Students’ Learning With NHT Model of Teaching In Natural Science Courses. International Journal of Trends in Mathematics Education Research, 2(3), 153-156.

Rahayu, S., & Suningsih, A. (2018). The Effects of Type Learning Model Numbered Head Together And Think Pair Share. International Journal of Trends in Mathematics Education Research, 1(1), 19-21.

Samo, Damianus D., Darhim., & Kartasasmita, B. (2017). Developing Contextual Mathematical Thinking Learning Model to Enhance Higher-Order Thinking Ability for Middle School Students. International Education Studies. Vol. 10, No. 12, pp. 17-29.

Shukla, D. (2016). Student’s Perceived Level and Teachers’ Teaching Strategies of Higher Order Thinking Skills; A Study on Higher Educational Institutions in Thailand. Journal of Education and Practice; Vol. 7, No. 12.

Tanujaya, B., Mumu, J & Margono, G. (2017). The Relationship between Higher Order Thinking Skills and Academic Performance of Student in Mathematics Instruction. International Education Studies. Vol 10, No. 11, pp.78-85.

Tajudin, Mohd. N., Puteh, M., & Adnan, M. (2017). Developing Themes of Guilding Principles to Foster Higher Order Thinking Skills in Teaching and Learning of Mathematics. International Journal of Academic Research in Progressive Education and Development; Vol , No. 4, pp. 90-103.

Tonra, W. S. 2018. Profil number sense siswa bergaya kognitif visualizer terhadap makna pecahan desimal. Jurnal Beta Tadris Matematika :Vol 11 no 1 pp 20-36.

Yuliarni, I., Marzal, J., & Kuntarto, E. (2019). Analysis of Multimedia Learning Mathematics Storyboard Design. International Journal of Trends in Mathematics Education Research, 2(3), 149-152.


Article Metrics

 Abstract Views : 180 times
 PDF Downloaded : 93 times

Refbacks

  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.