Improving the Ability of Formulating High-Level Questions Through the Discussion-Comparison Method with Critical Analysis
Abstract
Background: Prospective teachers are less able to formulate high-level questions, so that the skills of teachers to formulate high-level questions are still lacking, even though it really determines students' critical thinking abilities. This study aims to determine whether there is an increase in students' ability to formulate high-level questions through the discussion-comparison method 1,2 with critical analysis of articles in the Biology Education Study Program, University of Muhammadiyah Bengkulu. Methods: This research used the Classroom Action Research (CAR) method with four cycles. Results: The results showed that there was an increase in the ability to formulate high-level questions of students through the discussion-comparison method 1,2 with critical analysis of articles in the Biology Education Study Program, University of Muhammadiyah Bengkulu.
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References
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Rustaman, N. (2005). Strategi Belajar Mengajar Biologi. UM Press.
Sagala, S. (2004). Konsep dan Makna Pembelajaran. Alfabeta.
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Åžeker, Z. C. (2020). Attitudes of Turkish teacher candidates towards discussion. Journal of Language and Linguistic Studies, 16(2), 993–1005. https://doi.org/10.17263/JLLS.759355
Susilo, H. (2014). Implementasi Pendekatan Konstruktivis dalam Pembelajaran Sains. Jurnal Pendidikan MIPA IKIP Malang, 26(2), 215–236.
Svinivki, M., & Mckeachie, W. J. (2016). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (Vol. 4, Issue 1). Wadsworth Cengage Learning ALL.
Taniredja, T., Faridli, E. F., & Harmianto, S. (2011). Model-Model pembelajaran Inovatif. Alfabeta.
Tarman, B., & Kuran, B. (2015). Examination of the cognitive level of questions in social studies textbooks and the views of teachers based on bloom taxonomy. Kuram ve Uygulamada Egitim Bilimleri, 15(1), 213–222. https://doi.org/10.12738/estp.2015.1.2625
Usman, M. U. (1995). Menjadi Guru Profesional. Remaja Rosdakarya.
Wilson, D. M., & Narasuman, S. (2020). Investigating teachers' implementation and strategies on higher order thinking skills in school based assessment instruments. Asian Journal of University Education, 16(1), 70–84. https://doi.org/10.24191/ajue.v16i1.8991
Yuliani. 2014. Analisis Kualitas Pertanyaan Siswa Berda-sarkan Gender Dan Takso-nomi Bloom. Jurnal Bioter-didik. 3 (1): 1-10. (Online), (http://jurnal.fkip.unila.ac.id/index.php/JBT/article/view/7491, diakses 19 Juni 2021
Read More
Al-Husban, N. (2020). Critical Thinking Skills in Asynchronous Discussion Forums: A Case Study. International Journal of Technology in Education, 3, 82. https://doi.org/10.46328/ijte.v3i2.22
Alsaleh, N. J. (2020). Teaching Critical Thinking Skills: Literature Review. TOJET: The Turkish Online Journal of Educational Technology, 19(1), 21–39. http://www.tojet.net/articles/v19i1/1913.pdf
Angraini, G dan Sriyati, S. (2019). Analisis Kemampuan Berpikir Tingkattinggi Siswa Sman Kelas X Di Kota Solok Pada Konten Biologi. Journal of Education Informatic Technology and Science (JeITS) , Volume 1, Nomor 1, 2019: 114-124_
Asari, S., Husniah, R., Ma'rifah, U., & Anwar, K. (2019). Fostering Students' High Order Thinking Skills through the Use of Interpretation Cards. International Journal of Education and Literacy Studies, 7(4), 17. https://doi.org/10.7575/aiac.ijels.v.7n.4p.17
Emzir. 2011. Metodologi Penelitian Pendidikan Kuantitatif dan Kualitatif. Jakarta: Raja Grafindo Persada
Irwandi. (2020). Strategi Pembelajaran Biologi Lesson Study, Literasi Sains dan Blended Learning. Bandung: Pustaka Reka Cipta
Jalal, F. (2013). Pemanfaatan Hasil Penelitian tentang Guru dalam Memajukan Pendidikan di Indonesia. Makalah. Pertemuan Nasional LPTK PTM.
Jensen, E. (2011). Pembelajaran Berbasis Otak Paradigma Pengajaran Baru. Indeks.
Kemendikbud. (2019). Modul Penyusunan Soal Keterampilan Berpikir Tingkat Tinggi (Higher Order Thinking Skills, HOTS). Direktorat Pembinaan SMA Kemendikbud R.I.
Masigno, R. M. (2014). Enhancing Higher Order Thinking Skills in a Marine Biology Class through Problem-Based Learning. Asia Pacific Journal of Multidisciplinary Research, 2(5), 1–6.
Mitana, J. (2018). Assessment of higher order thinking skills: A case of Uganda Primary Leaving Examinations. African Educational Research Journal, 6(4), 240–249. https://doi.org/10.30918/aerj.64.18.083
Mutrofin, D., Sudana, N., Ardhana, W., & Setyosari, P. (2017). The Effect of Instructional Methods (Lecture-Discussion versus Group Discussion) and Teaching Talent on Teacher Trainees Student Learning Outcomes. Journal of Education and Practice, 8(9), 203–209. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1138824&site=ehost-live
Nabella, E., Zaini, M., & Ajizah, A. (2020). Development of Worksheets for High School Biology Student-Based On Critical Thinking Skills on the Circulation System Concept. BIO-INOVED"¯: Jurnal Biologi-Inovasi Pendidikan, 2(1), 47. https://doi.org/10.20527/bino.v2i1.7980
Nachiappan, S., Damahuri, A., Ganaprakasam, C., Suffian, S., & My. (2018). Application of Higher Order Thinking Skills (HOTS) in teaching and learning through communication component and spiritual, attitudes and values component in preschool. Southeast Asia Early Childhood Journal, 7, 24–32. https://doi.org/10.37134/saecj.vol7.3.2018
Newmann, F. M., & Wehlage, G. G. (1993). Five Standards of Authentic Instruction. Educational Leadership, 50, 8–12.
Nuraini, F., Jalmo, T., dan Yolida, B. (2017) Profil Keterampilan Bertanya Siswa Pada Pembelajaran Biologi Sma Negeri 2 Bandar Lampung Tahun Pelajaran 2016/2017. http://digilib.unila.ac.id/id/eprint/26682. Diakses 21 Juni 2021
Nurhadi. (2002). Pendekatan Kontekstual (Contextual Teaching and Learning (CTL). Penerbit Universitas Negeri Malang.
Padmanabha, C. H. (2018). Review Papers Critical Thinking"¯: Conceptual Framework. I-Manager's Journal on Educational Psychology, 11(4), 45–53.
Plecki, M. L., Knapp, M. S., Castaneda, T., Halverson, T., LaSota, R., & Lochmiller, C. R. (2015). How leaders invest staffing resources for learning improvement. 1(October).
Rustaman, N. (2005). Strategi Belajar Mengajar Biologi. UM Press.
Sagala, S. (2004). Konsep dan Makna Pembelajaran. Alfabeta.
Sahin, F., & Gezer, S. U. (2014). The Effects of Reflective Inquiry Based Activities ' on Preservice Science Teachers ' Biology Laboratory Concerns and Critical Thinking Dispositions. 27, 25–50.
Santos, L. F. (2017). The Role of Critical Thinking in Science Education. Journal of Education and Practice, 8(20), 159–173.
Åžeker, Z. C. (2020). Attitudes of Turkish teacher candidates towards discussion. Journal of Language and Linguistic Studies, 16(2), 993–1005. https://doi.org/10.17263/JLLS.759355
Susilo, H. (2014). Implementasi Pendekatan Konstruktivis dalam Pembelajaran Sains. Jurnal Pendidikan MIPA IKIP Malang, 26(2), 215–236.
Svinivki, M., & Mckeachie, W. J. (2016). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (Vol. 4, Issue 1). Wadsworth Cengage Learning ALL.
Taniredja, T., Faridli, E. F., & Harmianto, S. (2011). Model-Model pembelajaran Inovatif. Alfabeta.
Tarman, B., & Kuran, B. (2015). Examination of the cognitive level of questions in social studies textbooks and the views of teachers based on bloom taxonomy. Kuram ve Uygulamada Egitim Bilimleri, 15(1), 213–222. https://doi.org/10.12738/estp.2015.1.2625
Usman, M. U. (1995). Menjadi Guru Profesional. Remaja Rosdakarya.
Wilson, D. M., & Narasuman, S. (2020). Investigating teachers' implementation and strategies on higher order thinking skills in school based assessment instruments. Asian Journal of University Education, 16(1), 70–84. https://doi.org/10.24191/ajue.v16i1.8991
Yuliani. 2014. Analisis Kualitas Pertanyaan Siswa Berda-sarkan Gender Dan Takso-nomi Bloom. Jurnal Bioter-didik. 3 (1): 1-10. (Online), (http://jurnal.fkip.unila.ac.id/index.php/JBT/article/view/7491, diakses 19 Juni 2021
Authors
Irwandi, I., & Hasan, R. (2021). Improving the Ability of Formulating High-Level Questions Through the Discussion-Comparison Method with Critical Analysis. BIOEDUSCIENCE, 5(2), 178–182. https://doi.org/10.22236/j.bes/526594
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