Article : Higher Order Thinking Skills (HOTS)

Higher Order Thinking Skills (HOTS)

1.0 INTRODUCTION

In an attempt to compete with the most developed countries in the world, our education system must be able to produce knowledgeable, able to think critically and creatively, and be able to communicate effectively on the global stage. The expected steps to apply higher order thinking skills (HOTS) in the PDP will be able to increase the performance of the state, especially in the competitive international level, especially in the assessment of Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS) specified in the Development Plan Education 2013-2015.

2.0 CONCEPT AND THEORY higher order thinking skills (HOTS)

HOTS involving high intellectual skills. These skills involve habits referring to the four top level in Bloom's Taxonomy of applying, analyzing, evaluating and creating

HOTS also apply for critical thinking, creative thinking, logical thinking, reflective and meta-cognitive thinking. Put simply observe a student data or information are then processed in the mind and eventually reissued in various forms. Thinking skills is also said to be critical and creative thinking.

Independent students have these skills to compare, discriminate, organize, classify and identify cause and effect in accordance with their own opinions and views. If it were given a question that students can respond in various forms, new ideas and see from several angles. This is where it is said that there are creative thinking, innovation and creativity in their students.

HOTS also has other advantages that can enhance the capabilities and existing students. They will be able to control, drive and measuring learning that they have mastered. These abilities will make them more productive and competitive. There are of course able to increase understanding and reinforce learning in whatever thing they learned later.

To apply higher order thinking skills among students, the teacher's role is very significant. This effort needs to be made in earnest. Actually thinking skills is not a stranger to teachers because they have been exposed to the concepts and methods of these skills during teacher training at the college or university a long time ago. Notwithstanding the ability of teachers needs to be improved thinking skills so they can give the best to the students in their teaching. One effective way that can be done to implement KBAT the PDP is to ask questions that characterized the current KBAT PDP process is carried out. Questions raised are questions that allow students to apply, analyze, synthesize and evaluate information than just restating the facts or just considering the fact that they have learned.

2.1 Comparison of Theory Related  Low Level Thinking Skills  and High Order Thinking Skills (HOTS) In   Mathematics

Low Level Thinking Skills	Higher Order Thinking Skills (HOTS)
“Lower-order thinking (LOT) is often characterized by the recall of information or the application of concepts or knowledge to familiar situations and contexts”. Resnick (1987)	Characterized higher-order thinking (HOT) as “non-algorithmic.” Resnick (1987)
LOT tasks requires a student “… to recall a fact, perform a simple operation, or solve a familiar type of problem. It does not require the student to work outside the familiar” Schmalz (1973)	“The use of complex, non-algorithmic thinking to solve a task in which there is not a predictable, well-rehearsed approach or pathway explicitly suggested by the task, task instruction, or a worked out example.”  Stein and Lane (1996)
“LOT is involved when students are solving tasks where the solution requires applying a well-known algorithm, often with no justification, explanation, or proof required, and where only a single correct answer is possible”. Senk, Beckman, & Thompson (1997)	“HOT as solving tasks where no algorithm has been taught, where justification or explanation are required, and where more than one solution may be possible”.  Senk, et al (1997)
“LOT as solving tasks while working in familiar situations and contexts; or, applying algorithms already familiar to the student”. Thompson (2008)	HOT involves solving tasks where an algorithm has not been taught or using known algorithms while working in unfamiliar contexts or situations”. Thompson (2008)

1.0 DIFFERENCE BETWEEN THE ROUTINE AND NON-ROUTINE MATTERS

In general, problems can be classified as a matter of routine and non-routine problems. Problems routine takes only a few procedures such as arithmetic operations to find a solution.

Conversely, if the situation of the problem can not be solved by ordinary calculation method then it is known as non-routine problems. In such situations, students explore how to progress deeper to solve the problem.

3.1 Routine Problems

Routine problem is a problem that involves only one arithmetic operation only in finish. In solving the problem of routine, we just need to understand the problem, choose the appropriate operating and applying algorithms that have been studied. Settlement procedure is we already know. When solving routine problems, we need to identify

1. What questions need to be answered?

2. The facts or the number to be used

3. Operations should be used

4. Estimated value of the solution

The problem affects the following routine to us:

a. Provide training in remembering the basic facts and the measures ordered

b. Enhancing skills in basic operations

c. Provide an opportunity to think about the relationship between an operation and its application to real situations.

Examples Question Routin

 Example 1:

Ali ate 2 slices of bread. 5 minutes later, he ate one more piece of bread. How many slices of bread Ali ate all?

 Example 2:

Maria bought a carton of milk at a price of RM1.55 and a packet of biscuits at a price of RM1.70. What amount of money paid by Maria?

Example 3:

Find the perimeter of a rectangle with a length of 8 meters and a width of 17 meters.

Example 4:

Find the length of a rectangular area of ​​48 square meters and a width of 6 meters.

3.2 Non-Routine Problems

Non-routine problems are problems that require processes that are higher in solving problems than a matter of routine. To find solutions to problems rather than routine is dependent on the ability to use

problem-solving strategies along with facts and information into consideration. Non-routine problem solving procedure we do not know. Non-routine problems are usually solved in many ways requires different thought process.

Among the positive effects of the application of non-routine problems is as follows:

1. To develop the use of problem-solving strategies

2. Provide an opportunity to think about various solutions, sharing methods of problem solving and improving confidence in solving mathematical problems

3. Can enjoy the beauty and logic that exists in mathematics

4. Enhance critical thinking skills.

 Examples of non-routine questions

Example 1:

Maria bought a carton of milk at a price of RM1.55 and a packet of biscuits at a price of RM1.70. He gave RM4.00 to the salesperson. How many coins received by Maria if the salesman gave some coins 5 cents, 10 cents and 20 cents? Explain your answer?

Example 2:

Mamat wants to build a chicken coop fence for a quadrilateral. He has a 20 meter wire fence.

1.       Is the size of the rectangle can he produce?

2.       Which is the best form

 Example 3:

Among the following numbers, which numbers differ? Why?

23, 20, 15, 25

 Example 4:

Ali bought a bike and then sell it to her for RM240. He has earned a profit of 20% after selling his bike.

How much is the cost of the bike?

3.3 Notes Activity

Small group discussions conducted in pairs. Assignments are turning routine questions (bar) to a non-routine questions (HOTS).

Routine questions submitted are as follows:

1.       RM 210 - RM 30 =

2.       The diagram shows a rectangle

3.       8 × 4 =?

4.       Calculate the area, in cm², the rectangles.

Various types of questions will be provided by the participants. The discussion will be conducted to determine the questions submitted are not routine or not.

Proposed answers:

1.       Mr. Ali has no money of RM210. He gave the money to Chong and Raju. Raju received RM30 less than Chong.

What amount of money received by Chong?

Explain how you got the answer?

2.       Johan would like to use a wire length of 24 cm to form a rectangular frame with a maximum area.

Is the length and width of a rectangular shape it?

2.0 DIVERSITY STRATEGY IN PROBLEM

The strategy also refers to a procedure that will help you to choose the knowledge and skills used in all the troubleshooting steps. The selected strategy should be flexible so that it can be used to solve various problems. Here are some strategies that can be used.

Problem solving is the main focus in the teaching and learning of mathematics. Thus, the learning and teaching should involve problem-solving skills in a comprehensive and cover the whole curriculum. The development of problem solving skills should be emphasized so that students can solve problems effectively. This skill involves the following steps:

·         Understanding the problem

·         Devising a plan

·         Implemented strategy

·         Reviewing progress

The diversity of the general strategy in solving the problem, including measures of the solution must be further expanded its use in this subject. In carrying out learning activities to build problem-solving skills, introducing problem-based human activities. Through these activities students can use mathematics when faced with a variety of everyday situations that much more challenging. Among the strategies of problem solving that can be considered:

Try heights / test puzzle

1.       Build a list / table / chart appropriate

2.       Identify possible

3.       using algebra

4.       Identifying patterns

5.       drawing diagrams

6.       Apply unitary method

7.       use Model

8.       Solve small problems in advance

9.       Apply the formula

10.   Use analogies / comparisons

11.   Play / experiments

12.   Simplifying the problem

13.   Make a budget

14.   Mental Arithmetic

Strategy 4.1: (Trial and / Identifying possibilities / Drawing diagrams / Use formulas)

Examples of questions has a range of problem-solving strategies.

Examples:

Johan would like to use a wire length of 24 cm to form a rectangular frame with a maximum area. Is the length and width of a rectangular shape it?

solution:-

drawing diagrams

 Draw a diagram or sketch as many rectangular shape. Try to put a number on each side so that managed to find the perimeter of

24 cm. Then, use possibility other number you consider appropriate. Next, use the formula of rectangular area to find the maximum area rectangle by multiplying the length and width. Finally, matching the appropriate number and will be compatible with the reasonable requirements of those questions that is like the diagram below.

Forms are likely:

The answer is 6 cm x 6 cm = 36 cm². This answer was chosen because it has a broad maximum in comparison with other forms.

4.2 Strategy: (Use a unitary method / formula Use / Use algebra and Painting diagram)

Examples:

Ali bought a bike and then sold it to John RM 240. He has earned a profit of 20% after selling his bike. How much is the cost of the bike?

solution:

i) To unitary method

 Profit = 20%

Price = RM 240 (100% + 20%)

Price Cost = (100%)

Therefore, 120% = RM 240

1% =?

Find the 1% advance.

RM 240 ÷ 120 = RM 2

Therefore, 1% = RM 2

Cost price = RM 2 × 100

     = RM 200