Sabtu, 03 Oktober 2015 - 17:56:27 WIB
Seminar Nasional Pendidikan dan Sains
Diposting oleh : Prof. Drs. Dafik. M.Sc, Ph.D.
Kategori: University Issue - Dibaca: 1202129 kali

Selamat datang pada Seminar Nasional Pendidikan dan Sains. Semnas ini diselenggarakan oleh Mathematics Students Club (MSC) Prodi Pendidikan Matematika FKIP Universitas Jember. Tema Semnas kali ini adalah mengembangkan keterampilan tingkat tinggi melalui pendekatan edutainment dan edupreneurship dalam menyongsong Masyarakat Ekonomi Asean (MEA). Seminar akan akan dilaksanakan hari Minggu tanggal 4 Oktober 2014 dengan menghadirkan dua nara sumber 1. Prof. Dr. H. Ipung Yuwono, M.S, M.Sc. (Guru besar Pendidikan Matematika UM dan Anggota BSNP), dan 2. Prof. Drs. Dafik, M.Sc, Ph.D (Guru besar Combinatorics and Graph Theory dan Sekretaris Lembaga Pembinaan dan Pengembangan Pendidikan UNEJ).

Berikut salah satu abstrak (Download Disini) nara sumber 

Developing a Student Higher Order Thinking Skills Through
a Constructive Controversy Approach

DAFIK (Lihat CV)
Google Scholar Profile

Professor in Combinatorics Graph Theory and network Topology
Jointly Research in Mathematics Education
Program Studi Pendidikan Matematika
FKIP Universitas Jember
CGANT Universitas Jember
d.dafik@unej.ac.id

 

Abstract: The term of a higher order thinking skills (HOTS for Short) is currently getting popular in teaching and learning process, especially after the implementation of K13 in Indonesia. Roughly speaking it is believed that the low student score of PISA due to the learning process focuses only on cognitive activities, but it does not include critical, creative, reflective or metacognitive thinking. The critical, creative, reflective or metacognitive activities are thought to be HOTS. HOTS can not be activated when an indvidual student only encounters a familiar and prosedural problems. They should be given an unfamiliar, uncertainties questions or dilemmas which challenge students to solve it. A hard or tricky problem is not always mean a HOTS context, but a simple problem may lead to the rise of the student higher order thinking skills when they are set in a nonroutine or algorithmic problem. Recently, HOTS is a well known concept of education reform based on learning taxonomies, such as Bloom's Taxonomy. The idea is that some types of learning require not only on cognitive process, but also have more generalized process. In Bloom's taxonomy, for example, skills involving analysis, evaluation and synthesis (creation of new knowledge) are thought to be of a higher order, requiring different learning and teaching methods than the learning of facts and concepts. Higher order thinking involves the learning of complex judge mental skills such as critical thinking and problem solving. In this talk, it will be presented the way, especially in mathemtics, how to foster the existence of HOTS in the students when they are studying by applying constructive controversy approach in teaching and learning process. In the presentation, it will be described the constructive controversy approach in term of mathematics point of view.

 

Keywords: Higher Order Thinking Skills, constructive controversy, students

 

References:

[1] Karl A. Smith, Constructive Controversy in Engineering Undergraduate, Masters, Doctorate, and Professional Settings, the ASEE/IEEE Frontiers in Education Conference Proceeding, (2009), page: 1-23

[2] Johnson, D.W., and Johnson, R.T., 1979. Conflict in the classroom: Controversy and learning. Review of Educational Research, 49(1), 51-70.

[3] Johnson, D.W., and Johnson, R.T., 1988. Critical thinking through structured controversy. Educational Leadership, 45(8), 58-64. Johnson, D.W., and Johnson, R.T., 2009. Energizing learning: The instructional power of conflict. Educational Researcher, 38(1), 37-51.

[4] Johnson, D.W., and Smith, K.A., 1984. Structuring Controversy Workshop. Proceedings 14th ASEE/IEEE Frontiers in Education Conference. Philadelphia, PA.

[5] Johnson, D.W., Johnson, R.T., and Smith, K.A., 2000. Constructive controversy: The power of intellectual conflict. Change, 32 (1), 28-37.

[6] Johnson, D.W., Johnson, R.T., and Smith, K.A., 1996. Academic Controversy: Enriching College Instruction Through Intellectual Conflict. ASHE-ERIC Higher Education Report, Vol. 25, No. 3.

Note: File slide presentasi dapat didownload disini.



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