Araştırma Makalesi
BibTex RIS Kaynak Göster

Effects of the 21st Century Learning Model and Problem-Based Models on Higher Order Thinking Skill

Yıl 2019, Cilt: 4 , 749 - 755, 01.12.2019
https://doi.org/10.24331/ijere.629084

Öz

The 4.0 industrial revolution is an important topic that is currently being discussed in Indonesia.
Industrial revolution 4.0 has an essential influence on education in Indonesia, known as Education
4.0. Instruction 4.0 includes four necessary skills called 4C, namely the ability to communicate,
collaborate, think critically, problem-solving, creative, and innovation. The 4C skills are summarised
in the form of HOTS (Higher Order Thinking Skill) questions that are currently applied in Indonesia.
However, in reality, mathematics learning about the application of HOTS questions made a decline
in the national average of student scores. The researcher concluded that students and teachers had
not found the right learning model for the HOTS problem. Therefore, the main focus of this research
is to apply the 21st-century learning model and problem-based learning models and see how the
effects of the 21st-century model and problem-based learning models on HOTS in mathematics. The
method of data analysis in this study uses one-way univariate variance analysis

Kaynakça

  • Anderson, L. W., & Krathwohl, D. R. (2010). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen. Yogyakarta: Pustaka Pelajar. Anderson, Lorin W; Krathwohl, David R. (2010). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of education objectives. New York: Addison Wesley Longman, inc. Apple, I. (2008). Apple classrooms of tomorrow-today learning in the 21st century. California: Apple, Inc. Argaw, A. S., Haile, B. B., Ayalew, B. T., & Kuma, S. G. (2016). The effect of problem based learning (PBL) www.ijere.com instruction on students’ motivation and problem-solving skills of physics. EURASIA Journal of Mathematics Science and Technology Education. 13 (3), 857–871 Cheung, R., Cohen, J., Lo, H., & Elia, F. (2011). Challenge based learning in cybersecurity education. International Conference on Security and Management. Ernawati, L. (2017). Pengembangan High Order Thinking (HOT) Melalui Metode Pembelajaran Banking Dalam Pendidikan Agama Islam. International Conference on Islamic Civilization and Society (ICICS). Gunawan, A. W. (2012). Genius Learning Strategy: Petunjuk Praktis Untuk Menerapkan Accelerated Learning. Jakarta: PT. Gramedia Pustaka Utama. Hendriana, H., Slamet, U. R., & Sumarmo, U. (2014). Mathematical connection ability and self-confidence (An experiment on Junior High School students through contextual teaching and learning with mathematical manipulative). International Journal of Education. 8 (1), 1-11. Huda, M. (2012). Cooperative learning metode, teknik, struktur, dan model penerapan. Yogyakarta: Pustaka belajar. Ikman, Hasnawati, & Rezky, M. F. (2016). Effect of problem based learning (pbl) models of critical thinking ability students on the early mathematics ability. International Journal of Education and Research, 4 (7), 361-374. Inc Apple. (2009). Challenge based learning: A classroom guide. California: Apple, Inc. Janah, I. I. N, & Subroto, W. T. (2018). Comparison of cooperative learning model with inquiry on student learning outcomes. International Journal of Educational Research Review, 4 (2), 178-182. Johnson, e. a. (2009). Challenge-based learning: An approach for our time. Texas: The New Media Consortium. Johnson, L., & Adams, S. (2011). Challenge based learning: The report from the implementation project. Texas: The New Media Consortium. Johnson, R. A., & Wichern, D. W. (2007). Applied multivariate statistical analysis. New Jersey: Prentice-Hall. Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Journal Theory into practice, 212-218. Kurniati, Kusumah, Y. S. & Sabandar, J. (2016). Mathematical critical thinking ability through contextual teaching and learning approach. Journal on Mathematics Education. 6 (1), 53-62. Nawas, A. (2018). Contextual teaching and learning (ctl) approach through react strategies on improving the students' critical thinking in writing. International Journal of Applied Management Science. 4(7), 46-49. Nawawi, S. (2016). Potensi model pembelajaran challenge based learning dalam memberdayakan kemampuan berpikir kritis. Jurnal Inovasi Pendidikan IPA. 3 (2), 212-223. Nufus, H., & Bahrun, M. D. (2018). Mathematical creative thinking and student self-confidence in the challenge-based learning approach. Journal of Research and Advances in Mathematics Education. 3 (2), 57-68. Nurhadi, Yasin, B., & Senduk, A. G. (2004). Pembelajaran Kontekstual dan Penerapannya dalam KBK. Malang: UNM Press. Nurlaili, Afriansyah, D., & Nuri , Y. A. (2017). Pengaruh Model Pembelajaran Challenge Based Learning Terhadap Kemampuan Berpikir Kritis Siswa Pada Materi Lingkungan Kelas X di SMA Negeri 4 Prabumulih. Jurnal Pena Sains. 4 (2), 97-104. Anderson, L. W., & Krathwohl, D. R. (2010). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen. Yogyakarta: Pustaka Pelajar. Anderson, Lorin W; Krathwohl, David R. (2010). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of education objectives. New York: Addison Wesley Longman, inc. Apple, I. (2008). Apple classrooms of tomorrow-today learning in the 21st century. California: Apple, Inc. Argaw, A. S., Haile, B. B., Ayalew, B. T., & Kuma, S. G. (2016). The effect of problem based learning (PBL) www.ijere.com instruction on students’ motivation and problem-solving skills of physics. EURASIA Journal of Mathematics Science and Technology Education. 13 (3), 857–871 Cheung, R., Cohen, J., Lo, H., & Elia, F. (2011). Challenge based learning in cybersecurity education. International Conference on Security and Management. Ernawati, L. (2017). Pengembangan High Order Thinking (HOT) Melalui Metode Pembelajaran Banking Dalam Pendidikan Agama Islam. International Conference on Islamic Civilization and Society (ICICS). Gunawan, A. W. (2012). Genius Learning Strategy: Petunjuk Praktis Untuk Menerapkan Accelerated Learning. Jakarta: PT. Gramedia Pustaka Utama. Hendriana, H., Slamet, U. R., & Sumarmo, U. (2014). Mathematical connection ability and self-confidence (An experiment on Junior High School students through contextual teaching and learning with mathematical manipulative). International Journal of Education. 8 (1), 1-11. Huda, M. (2012). Cooperative learning metode, teknik, struktur, dan model penerapan. Yogyakarta: Pustaka belajar. Ikman, Hasnawati, & Rezky, M. F. (2016). Effect of problem based learning (pbl) models of critical thinking ability students on the early mathematics ability. International Journal of Education and Research, 4 (7), 361-374. Inc Apple. (2009). Challenge based learning: A classroom guide. California: Apple, Inc. Janah, I. I. N, & Subroto, W. T. (2018). Comparison of cooperative learning model with inquiry on student learning outcomes. International Journal of Educational Research Review, 4 (2), 178-182. Johnson, e. a. (2009). Challenge-based learning: An approach for our time. Texas: The New Media Consortium. Johnson, L., & Adams, S. (2011). Challenge based learning: The report from the implementation project. Texas: The New Media Consortium. Johnson, R. A., & Wichern, D. W. (2007). Applied multivariate statistical analysis. New Jersey: Prentice-Hall. Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Journal Theory into practice, 212-218. Kurniati, Kusumah, Y. S. & Sabandar, J. (2016). Mathematical critical thinking ability through contextual teaching and learning approach. Journal on Mathematics Education. 6 (1), 53-62. Nawas, A. (2018). Contextual teaching and learning (ctl) approach through react strategies on improving the students' critical thinking in writing. International Journal of Applied Management Science. 4(7), 46-49. Nawawi, S. (2016). Potensi model pembelajaran challenge based learning dalam memberdayakan kemampuan berpikir kritis. Jurnal Inovasi Pendidikan IPA. 3 (2), 212-223. Nufus, H., & Bahrun, M. D. (2018). Mathematical creative thinking and student self-confidence in the challenge-based learning approach. Journal of Research and Advances in Mathematics Education. 3 (2), 57-68. Nurhadi, Yasin, B., & Senduk, A. G. (2004). Pembelajaran Kontekstual dan Penerapannya dalam KBK. Malang: UNM Press. Nurlaili, Afriansyah, D., & Nuri , Y. A. (2017). Pengaruh Model Pembelajaran Challenge Based Learning Terhadap Kemampuan Berpikir Kritis Siswa Pada Materi Lingkungan Kelas X di SMA Negeri 4 Prabumulih. Jurnal Pena Sains. 4 (2), 97-104.
Yıl 2019, Cilt: 4 , 749 - 755, 01.12.2019
https://doi.org/10.24331/ijere.629084

Öz

Kaynakça

  • Anderson, L. W., & Krathwohl, D. R. (2010). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen. Yogyakarta: Pustaka Pelajar. Anderson, Lorin W; Krathwohl, David R. (2010). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of education objectives. New York: Addison Wesley Longman, inc. Apple, I. (2008). Apple classrooms of tomorrow-today learning in the 21st century. California: Apple, Inc. Argaw, A. S., Haile, B. B., Ayalew, B. T., & Kuma, S. G. (2016). The effect of problem based learning (PBL) www.ijere.com instruction on students’ motivation and problem-solving skills of physics. EURASIA Journal of Mathematics Science and Technology Education. 13 (3), 857–871 Cheung, R., Cohen, J., Lo, H., & Elia, F. (2011). Challenge based learning in cybersecurity education. International Conference on Security and Management. Ernawati, L. (2017). Pengembangan High Order Thinking (HOT) Melalui Metode Pembelajaran Banking Dalam Pendidikan Agama Islam. International Conference on Islamic Civilization and Society (ICICS). Gunawan, A. W. (2012). Genius Learning Strategy: Petunjuk Praktis Untuk Menerapkan Accelerated Learning. Jakarta: PT. Gramedia Pustaka Utama. Hendriana, H., Slamet, U. R., & Sumarmo, U. (2014). Mathematical connection ability and self-confidence (An experiment on Junior High School students through contextual teaching and learning with mathematical manipulative). International Journal of Education. 8 (1), 1-11. Huda, M. (2012). Cooperative learning metode, teknik, struktur, dan model penerapan. Yogyakarta: Pustaka belajar. Ikman, Hasnawati, & Rezky, M. F. (2016). Effect of problem based learning (pbl) models of critical thinking ability students on the early mathematics ability. International Journal of Education and Research, 4 (7), 361-374. Inc Apple. (2009). Challenge based learning: A classroom guide. California: Apple, Inc. Janah, I. I. N, & Subroto, W. T. (2018). Comparison of cooperative learning model with inquiry on student learning outcomes. International Journal of Educational Research Review, 4 (2), 178-182. Johnson, e. a. (2009). Challenge-based learning: An approach for our time. Texas: The New Media Consortium. Johnson, L., & Adams, S. (2011). Challenge based learning: The report from the implementation project. Texas: The New Media Consortium. Johnson, R. A., & Wichern, D. W. (2007). Applied multivariate statistical analysis. New Jersey: Prentice-Hall. Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Journal Theory into practice, 212-218. Kurniati, Kusumah, Y. S. & Sabandar, J. (2016). Mathematical critical thinking ability through contextual teaching and learning approach. Journal on Mathematics Education. 6 (1), 53-62. Nawas, A. (2018). Contextual teaching and learning (ctl) approach through react strategies on improving the students' critical thinking in writing. International Journal of Applied Management Science. 4(7), 46-49. Nawawi, S. (2016). Potensi model pembelajaran challenge based learning dalam memberdayakan kemampuan berpikir kritis. Jurnal Inovasi Pendidikan IPA. 3 (2), 212-223. Nufus, H., & Bahrun, M. D. (2018). Mathematical creative thinking and student self-confidence in the challenge-based learning approach. Journal of Research and Advances in Mathematics Education. 3 (2), 57-68. Nurhadi, Yasin, B., & Senduk, A. G. (2004). Pembelajaran Kontekstual dan Penerapannya dalam KBK. Malang: UNM Press. Nurlaili, Afriansyah, D., & Nuri , Y. A. (2017). Pengaruh Model Pembelajaran Challenge Based Learning Terhadap Kemampuan Berpikir Kritis Siswa Pada Materi Lingkungan Kelas X di SMA Negeri 4 Prabumulih. Jurnal Pena Sains. 4 (2), 97-104. Anderson, L. W., & Krathwohl, D. R. (2010). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen. Yogyakarta: Pustaka Pelajar. Anderson, Lorin W; Krathwohl, David R. (2010). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of education objectives. New York: Addison Wesley Longman, inc. Apple, I. (2008). Apple classrooms of tomorrow-today learning in the 21st century. California: Apple, Inc. Argaw, A. S., Haile, B. B., Ayalew, B. T., & Kuma, S. G. (2016). The effect of problem based learning (PBL) www.ijere.com instruction on students’ motivation and problem-solving skills of physics. EURASIA Journal of Mathematics Science and Technology Education. 13 (3), 857–871 Cheung, R., Cohen, J., Lo, H., & Elia, F. (2011). Challenge based learning in cybersecurity education. International Conference on Security and Management. Ernawati, L. (2017). Pengembangan High Order Thinking (HOT) Melalui Metode Pembelajaran Banking Dalam Pendidikan Agama Islam. International Conference on Islamic Civilization and Society (ICICS). Gunawan, A. W. (2012). Genius Learning Strategy: Petunjuk Praktis Untuk Menerapkan Accelerated Learning. Jakarta: PT. Gramedia Pustaka Utama. Hendriana, H., Slamet, U. R., & Sumarmo, U. (2014). Mathematical connection ability and self-confidence (An experiment on Junior High School students through contextual teaching and learning with mathematical manipulative). International Journal of Education. 8 (1), 1-11. Huda, M. (2012). Cooperative learning metode, teknik, struktur, dan model penerapan. Yogyakarta: Pustaka belajar. Ikman, Hasnawati, & Rezky, M. F. (2016). Effect of problem based learning (pbl) models of critical thinking ability students on the early mathematics ability. International Journal of Education and Research, 4 (7), 361-374. Inc Apple. (2009). Challenge based learning: A classroom guide. California: Apple, Inc. Janah, I. I. N, & Subroto, W. T. (2018). Comparison of cooperative learning model with inquiry on student learning outcomes. International Journal of Educational Research Review, 4 (2), 178-182. Johnson, e. a. (2009). Challenge-based learning: An approach for our time. Texas: The New Media Consortium. Johnson, L., & Adams, S. (2011). Challenge based learning: The report from the implementation project. Texas: The New Media Consortium. Johnson, R. A., & Wichern, D. W. (2007). Applied multivariate statistical analysis. New Jersey: Prentice-Hall. Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Journal Theory into practice, 212-218. Kurniati, Kusumah, Y. S. & Sabandar, J. (2016). Mathematical critical thinking ability through contextual teaching and learning approach. Journal on Mathematics Education. 6 (1), 53-62. Nawas, A. (2018). Contextual teaching and learning (ctl) approach through react strategies on improving the students' critical thinking in writing. International Journal of Applied Management Science. 4(7), 46-49. Nawawi, S. (2016). Potensi model pembelajaran challenge based learning dalam memberdayakan kemampuan berpikir kritis. Jurnal Inovasi Pendidikan IPA. 3 (2), 212-223. Nufus, H., & Bahrun, M. D. (2018). Mathematical creative thinking and student self-confidence in the challenge-based learning approach. Journal of Research and Advances in Mathematics Education. 3 (2), 57-68. Nurhadi, Yasin, B., & Senduk, A. G. (2004). Pembelajaran Kontekstual dan Penerapannya dalam KBK. Malang: UNM Press. Nurlaili, Afriansyah, D., & Nuri , Y. A. (2017). Pengaruh Model Pembelajaran Challenge Based Learning Terhadap Kemampuan Berpikir Kritis Siswa Pada Materi Lingkungan Kelas X di SMA Negeri 4 Prabumulih. Jurnal Pena Sains. 4 (2), 97-104.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Tumas Yulıanto Bu kişi benim

İkrar Pramudya Bu kişi benim

İsnandar Slamet Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 4

Kaynak Göster

APA Yulıanto, T., Pramudya, İ., & Slamet, İ. (2019). Effects of the 21st Century Learning Model and Problem-Based Models on Higher Order Thinking Skill. International Journal of Educational Research Review, 4, 749-755. https://doi.org/10.24331/ijere.629084
AMA Yulıanto T, Pramudya İ, Slamet İ. Effects of the 21st Century Learning Model and Problem-Based Models on Higher Order Thinking Skill. IJERE. Aralık 2019;4:749-755. doi:10.24331/ijere.629084
Chicago Yulıanto, Tumas, İkrar Pramudya, ve İsnandar Slamet. “Effects of the 21st Century Learning Model and Problem-Based Models on Higher Order Thinking Skill”. International Journal of Educational Research Review 4, Aralık (Aralık 2019): 749-55. https://doi.org/10.24331/ijere.629084.
EndNote Yulıanto T, Pramudya İ, Slamet İ (01 Aralık 2019) Effects of the 21st Century Learning Model and Problem-Based Models on Higher Order Thinking Skill. International Journal of Educational Research Review 4 749–755.
IEEE T. Yulıanto, İ. Pramudya, ve İ. Slamet, “Effects of the 21st Century Learning Model and Problem-Based Models on Higher Order Thinking Skill”, IJERE, c. 4, ss. 749–755, 2019, doi: 10.24331/ijere.629084.
ISNAD Yulıanto, Tumas vd. “Effects of the 21st Century Learning Model and Problem-Based Models on Higher Order Thinking Skill”. International Journal of Educational Research Review 4 (Aralık 2019), 749-755. https://doi.org/10.24331/ijere.629084.
JAMA Yulıanto T, Pramudya İ, Slamet İ. Effects of the 21st Century Learning Model and Problem-Based Models on Higher Order Thinking Skill. IJERE. 2019;4:749–755.
MLA Yulıanto, Tumas vd. “Effects of the 21st Century Learning Model and Problem-Based Models on Higher Order Thinking Skill”. International Journal of Educational Research Review, c. 4, 2019, ss. 749-55, doi:10.24331/ijere.629084.
Vancouver Yulıanto T, Pramudya İ, Slamet İ. Effects of the 21st Century Learning Model and Problem-Based Models on Higher Order Thinking Skill. IJERE. 2019;4:749-55.

International Journal of Educational Research Review (ISSN:2458-9322)
International Journal of Educational Research Review publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas. The International Journal of Educational Research Review aims to provide a forum for scholarly understanding of the field of education. Articles focus upon concepts, research, review and practices that emphasizes the intersections between education research and other fields, raises new questions, and develops innovative approaches to our understandings of pressing issues.
The range of topics covered in the International Journal of Educational Research Review include; read full aims and scope; https://www.ijere.com/page/journal-scopes
Peer Review Policy: All articles in this journal will undergo initial editor screening, rigorous double-anonymous peer review, and review by the editorial board.
Double-blind peer review
International Journal of Educational Research Review follows a double-blind reviewing procedure. This means that the author will remain anonymous to the reviewers throughout peer review. It is the responsibility of the author to anonymize the manuscript and any associated materials. read full Peer Review Policy; https://www.ijere.com/page/peer-review-policy
Ownership and management
IJERE journal is hosted by Dergipark/Tubitak. IJERE Journal is published with the support of Sakarya University Faculty of Education/TURKEY.
Governing body
Editor in Chief
Dr. Serhat Arslan, Gazi University, serhatarslan@gazi.edu.tr ,  Turkey
read full Governing body /Ownership and management/ Editorial board member ; https://www.ijere.com/page/editorial-board
Copyright and licensing
Copyright Statement
Copyright violation is an important, and possibly related, ethical issue. Authors should check their manuscripts for possible breaches of copyright law (e.g., where permissions are needed for quotations, artwork or tables taken from other publications or from other freely available sources on the Internet) and secure the necessary permissions before submission to International Journal of Educational Research Review.
read full Copyright and licensing; https://www.ijere.com/page/copyright-and-licensing-open-access-statement