First Grade Elementary School Students’ Reflective Thinking Skills in Thematic Learning.
Main Article Content
Keywords
Higher Order Thinking, Learning Activities, Reflective Thinking
Abstract
This study elucidates the reflective thinking ability as one of the higher-order thinking skills (HOTS) in thematic learning of grade I students. It also identifies factors affecting students’ reflective thinking ability at MI Al-Islam Kartasura. This study is nested in a qualitative method with a descriptive case study. Involving students of class IA and a class teacher, data collection was carried out using non-test techniques in the form of observation, interviews, and documentation. The results indicated that students could answer the "why" and "how" questions given by the teacher with various answers. They showed their interest or feelings as well as expressed their opinion on pictures or objects about pictures presented by the teacher. They also enjoy having a simple game. Factors supporting the reflective thinking ability as a part of HOTS are the availability of media, infrastructure, and learning resources, good delivery of lessons by teachers, and curiosity. The obstacle is that its execution takes a long time and demands a high level of focus in student learning.
References
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Tendrita, M., & Sari, A. P. P. (2020). Penerapan model pembelajaran kooperatif tipe student team achievement division (STAD) dipadu RQA berbasis lesson study untuk meningkatkan motivasi belajar dan kemampuan komunikasi mahasiswa pendidikan biologi universitas negeri malang. Bioedusiana: Jurnal Pendidikan Biologi, 5(1), 1. https://doi.org/10.34289/bioed.v5i1.1427
Vicary, S., Young, A., & Hicks, S. (2017). A reflective journal as learning process and contribution to quality and validity in interpretative phenomenological analysis. Qualitative Social Work, 16(4), 550–565. https://doi.org/10.1177/1473325016635244
Wahyuni, H. T., Setyosari, P., & Kuswandi, D. (2016). Implementasi pembelajaran tematik kelas 1 sd. Edcomtech, 1(2), 129–136. Retrieved from http://journal2.um.ac.id/index.php/edcomtech/article/view/1799
Winata, I. K. (2021). Konsentrasi dan motivasi belajar siswa terhadap pembelajaran online selama masa pandemi covid-19. Jurnal Komunikasi Pendidikan, 5(1), 13. https://doi.org/10.32585/jkp.v5i1.1062
Başol, G., & Gencel, I. E. (2013). Reflective thinking scale: A validity and reliability study. Kuram ve Uygulamada Egitim Bilimleri, 13(2), 941–946. https://files.eric.ed.gov/fulltext/EJ1017318.pdf
Beddu, S. (2019). Implementasi pembelajaran higher order thinking skills (HOTS) terhadap hasil belajar peserta didik. Jurnal Pemikiran Dan Pengembangan Pembelajaran, 1(3), 71–84. https://www.ejournal-jp3.com/index.php/Pendidikan/article/download/78/57
Demina, D. (2016). Aktualisasi pendidikan karakter melalui pembelajaran model reflektif pada mata kuliah al-qur’an hadits dan pembelajarannya. Ta’dib, 16(2), 136. https://doi.org/10.31958/jt.v16i2.246
Etistika Yuni Wijaya, Dwi Agus Sudjimat, & Amat Nyoto. (2016). Transformasi pendidikan abad 21 sebagai tuntutan. Jurnal Pendidikan, 1, 263–278. Retrieved from http://repository.unikama.ac.id/840/32/263-278 Transformasi Pendidikan Abad 21 Sebagai Tuntutan Pengembangan Sumber Daya Manusia di Era Global .pdf. diakses pada; hari/tgl; sabtu, 3 November 2018. jam; 00:26, wib.
Fuady, A. (2017). Berfikir reflektif dalam pembelajaran matematika. JIPMat, 1(2). https://doi.org/10.26877/jipmat.v1i2.1236
Ghanizadeh, A., Al-Hoorie, A. H., & Jahedizadeh, S. (2020). Higher order thinking skills in the language classroom: A concise guide. In Second Language Learning and Teaching. https://www.researchgate.net/publication/344376078_Higher_Order_Thinking_Skills_in_the_Language_Classroom_A_Concise_Guide
Hidayatullathifah, H., & Sujadi, A. A. (2017). Peningkatkan minat dan prestasi belajar matematika melalui pembelajaran make a match siswa kelas vii f smp 1 banguntapan. UNION: Jurnal Ilmiah Pendidikan Matematika, 5(3), 229–236. https://doi.org/10.30738/.v5i3.1253
Jessen, K. R., & Mirsky, R. (2008). KKO kognitif revisi. Glia, 56(14), 1552–1565. https://id.scribd.com/document/493533983/Modul-Video
Karli, H. (2018). Implementasi berpikir reflektif dalam pembelajaran di sekolah dasar. Jurnal Pendidikan Penabur, 17(31), 49. https://bpkpenabur.or.id/media/c1ualxh3/hal-47-58-implementasi-berpikir-reflektif.pdf
Kusainun, N. (2019). Relevansi materi pokok matematika pada tema 1 kelas i sd dengan hots (higher order thinking skills). Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar), 6(1), 9–15. http://journal.uad.ac.id/index.php/JPSD/article/view/14145
Mardhiyana, D & Sejati, E.O.H., (2016). Mengembangkan kemampuan berpikir kreatif dan rasa ingin tahu melalui model pembelajaran berbasis masalah. Prosiding, 672-688. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/21686/10319
Mulyasa. (2014). Guru dan implementasi kurikulum 2013. Bandung : PT Remaja Rosdakarya Offset.
Novianti, A. (2014). Pengaruh model pembelajaran learning cycle terhadap keterampilan berpikir kritis siswa. EDUSAINS, VI, 110–116. https://journal.uinjkt.ac.id/index.php/edusains/article/view/1105
Nugroho, Arifin. (2018). HOTS (kemampuan berpikir tingkat tinggi : Konsep, pembelajaran, penilaian, dan soal-soal). Jakarta : Gramedia Widiasarana Indonesia.
Permata, S. D., & Mustadi, A. (2020). Reflective modul berbasis child friendly. 08(02), 251–274. https://jurnalkwangsan.kemdikbud.go.id/index.php/jurnalkwangsan/article/view/203
Rais, M., & Aryani, F. (2019). Pembelajaran reflektif seni berpikir kritis, analitis dan kreatif. Makassar: Badan Penerbit Universitas Negeri Makassar.
Ridwan, A. Sani. (2019). Pembelajaran hots (higher order thinking skills). Tangerang : Tira Smart.
Samosir, W. L. S., Kuntarto, E., & Alirmansyah, A. (2020). Kemampuan guru melaksanakan pembelajaran higher order thinking skills di sekolah dasar. JRPD (Jurnal Riset Pendidikan Dasar), 3(1), 97–102. https://doi.org/10.26618/jrpd.v3i1.3304
Silviani, T. R., Jailani, J., Lusyana, E., & Rukmana, A. (2017). Upaya meningkatkan minat belajar matematika menggunakan inquiry based learning setting group investigation. Kreano, Jurnal Matematika Kreatif-Inovatif, 8(2), 150–161. https://doi.org/10.15294/kreano.v8i2.8404
Suharna, H. (2018). Teori berpikir reflektif dalam menyelesaikan masalah matematika. Yogyakarta, Indonesia: Deepublish.
Tendrita, M., & Sari, A. P. P. (2020). Penerapan model pembelajaran kooperatif tipe student team achievement division (STAD) dipadu RQA berbasis lesson study untuk meningkatkan motivasi belajar dan kemampuan komunikasi mahasiswa pendidikan biologi universitas negeri malang. Bioedusiana: Jurnal Pendidikan Biologi, 5(1), 1. https://doi.org/10.34289/bioed.v5i1.1427
Vicary, S., Young, A., & Hicks, S. (2017). A reflective journal as learning process and contribution to quality and validity in interpretative phenomenological analysis. Qualitative Social Work, 16(4), 550–565. https://doi.org/10.1177/1473325016635244
Wahyuni, H. T., Setyosari, P., & Kuswandi, D. (2016). Implementasi pembelajaran tematik kelas 1 sd. Edcomtech, 1(2), 129–136. Retrieved from http://journal2.um.ac.id/index.php/edcomtech/article/view/1799
Winata, I. K. (2021). Konsentrasi dan motivasi belajar siswa terhadap pembelajaran online selama masa pandemi covid-19. Jurnal Komunikasi Pendidikan, 5(1), 13. https://doi.org/10.32585/jkp.v5i1.1062
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Jun 30, 2022
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