In addition, we would like to thank 27 language teachers from DKI Jakarta and West Java province who validated the readability of the modules in the HOTS-based Language Teaching Methodology Training Material Development Workshop (Batch 1 and 2) . The modules were originally written in Bahasa Indonesia and intended to be used in the HOTS-based Language Teaching Methodology Training organized by the Centre. The Indonesian Curriculum 2013 has learner-centered features to increase student involvement in the learning process.
Higher Order Thinking Skills (HOTS) Oriented Learning
Definition of HOTS
In the second category, students are said to have HOTS if they can think critically, and thus they should be able to make wise judgments or offer reasonable criticism. For the third category, students have reached the highest level of HOTS if they can recognize and solve problems not only in their academic assignments, but also in their daily life. Meanwhile, the top three levels in the cognitive process dimension of the Revised Bloom's Taxonomy cover Analyse, Evaluate and Create.
Table of the Revised Taxonomy
Factual Knowledge – The basic elements that students need to know in order to be familiar with their science discipline or to solve problems in it. Metacognitive knowledge – Knowledge of how to obtain knowledge in general and awareness of how a person acquires knowledge. Explain how to form noun phrases based on the sample collection of phrases that have been studied c. Apply – carry out or use procedures in certain circumstances.
Questioning Strategies
Therefore, this question often takes the form of a divergent/open question, a question with a broad scope, so that there is no right or wrong answer. Here are some questioning techniques that can be applied to questioning strategies (Department of Program Development and Alignment, The School Board of Broward County, 2000). If you were the main character, what would you do to solve the problem in the story?
Discovery Learning
Concept of the Discovery Learning
- Starting Points for Discovery Learning
- Concepts and Characteristics of the Discovery Learning
It is implemented by referring to HOTS-oriented learning (Higher Order Thinking Skills), also called discovery learning. Although discovery learning started to become popular after the enactment of the 2013 Indonesian Curriculum, it is not something new among education and psychology experts. Therefore, teachers must master the topic being discussed and have a comprehensive understanding of the stages of discovery learning so that they can apply them correctly and appropriately.
It is a detailed description of the discovery learning implementation, which includes concepts and characteristics, learning stages and alternative assessments in the utilization of this learning. In addition to these two elements, discovery learning also focuses on experimental and hypothetical testing. As Takaya (2008) detailed, discovery learning is action-based learning that focuses on experimentation and hypothesis testing.
Discovery learning trains students to think scientifically and conduct experiments to solve problems. Overall, we can conclude that discovery learning focuses on actively acquiring and understanding new knowledge by utilizing existing knowledge. Referring to the four components of Conklin (2004), these are the hallmarks of discovery learning.
In addition to being able to explain a particular problem based on students' levels of thinking skills, discovery learning requires teachers to be able to present each topic sequentially, from learning to use concrete objects (actions), to learning to observe visual objects (icons), learning to describe something using words or symbols (symbolic).
Stages of the Discovery Learning
The second component of discovery learning is the structure of knowledge, which requires teachers to understand each student's ability sensitively. Bruner (in Conklin, 2014) suggested that teachers can present different problems to students through simplification by following students' thinking skills, such as explaining present tense concepts in foreign language learning. Presenting a problem based on students' level of thinking through persuasive media and following learning objectives becomes a choice that teachers can make.
Teachers require that they pay attention to the frequency of rewards and feedback, as this greatly contributes to greater learning motivation of students and their active role in the learning process. Providing appropriate feedback can be beneficial to students as it can be an input for them to solve any problem. After understanding the three characteristics of discovery learning, the teacher is expected to properly assume the role and use the learning model appropriately.
These phases are closely related to phases in the scientific approach, including formulating the problem, formulating the hypothesis, testing the hypothesis by conducting experiments, analyzing the data, drawing conclusions, and presenting the results. Moore (2009) defined that discovery learning is a learning process that is done intentionally by supervising problem solving and using scientific research methods.
Stages of the Discovery Learning (Moore, 2009)
Stages of the Discovery Learning
- Stimulation
- Problem Statement
- Data Collection
- Data Process
- Verification
- Generalization
- Assessment in the Discovery Learning
- Alternative Assessments in the Stage of Stimulation
- Alternative Assessments in the Stage of Problem Statement
- Alternative Assessments in the Stage of Generalization
- Benefits and Constraints in Applying the Discovery Learning
- Benefits of the Discovery Learning The discovery learning has benefits as follows
- Constraints in Applying the Discovery Learning
- Introduction
- Formulation of IPK
Based on the description of the differences in the discovery learning phases, the teacher should take the most appropriate action. The first phase in discovery learning, formulated by the Ministry of Education and Culture, is stimulation, in which teachers play an essential role. It aims to develop students' curiosity about the knowledge they will learn in the classroom.
In the second phase, students are expected to become aware of the problem they are facing and find a solution. Regarding discovery learning, the role of assessment in the learning process will be discussed in the following paragraphs. Assessment of students' knowledge and skills in the stimulation phase is not limited to their knowledge and skills related to the topic they are learning.
If formulated in the target language, teachers can assess their productive language competences. In addition, teachers can assess student knowledge by observing students' understanding of the topic they are learning. If the conclusions are formulated in the target language, teachers can assess their productive language competences.
Teachers have the opportunity to observe students' cooperative skills in the three stages of learning.
Identifying the dimensions of the cognitive process and the dimensions of knowl- edge in KD
The illustration is explained in detail, starting from the formulation of the Competency Indicators (Indicator Pencapaian Kompetensi/IPK) based on the Basic Competence (Kompetensi Dasar/KD) to its implementation in the classroom described in the Learning Plan (Rencana Pelakasanan Pembelanja/RPP ) . This subsection describes the process of formulating an IPK based on the objectives set out in the KD. The formulation is carried out in three phases, namely the identification of the dimensions of the cognitive process and the dimensions of knowledge in KD, the description of the material and the definition of the phases of the cognitive process as well as the definition of the sentences of the IPK.
Describing the learning material and determining the stages of the cognitive process This step is carried out by referring to the previous discussion (Chapter I) regarding Bloom’s
Determining the IPK sentences
- Example of Lesson Plan
- Learning Objectives
- Learning Materials
- Learning Approach/Model/Method Learning Model: Discovery
- Media/Tools and Learning Materials Media/Tools: Worksheets, Laptops, LCDs
- Learning Stages The first meeting
Students are able to express speech acts that name and inquire about actions/events performed. They are also able to create simple texts containing the act of giving and asking information related to actions/events performed/happened in the past (almadhi) by paying attention to appropriate social functions, text structure and language fairy - do within a specific context, by promoting curiosity, responsibility, discipline, honesty and self-confidence. Explanation of the formation of past tense verbs 3.5.3 Application of the formation of past tense verbs. al-madhi) in the declarative and interrogative sentences.
The teacher writes the students' answers on the board and relates them to the knowledge they have (in this case, it is known that the students have already mastered the properties of the present verb (fi'il mudhari) they learned in the 10th grade. ). The teacher directs the students to the problems they need to solve by providing the following questions. The students are divided into groups of 4 or 5 people (the number of group members can be adapted to the total number of students).
The teacher gives the dialogue text from the video and blank table that the students need to fill it in (the dialogue text is taken from "Durus al-Lughah al-Arabiyah Lighoiri Nathiqin Biha Juz 2)".
Complete the table below with the antecedents from the previous table (data collection task) and pay attention to antecedents 1 and 2.
ا َم ُهاَتَع َجَر
Assessment of Learning Processes and Results 1. Assessment Technique
لا َق ؟يِئاَنْب َ
This assessment is done at the beginning of the second session, after students and teachers have reviewed the learning materials of the previous session. If you find incorrect information in terms of words/sentences and vice versa, correct them. Below are a few sample questions for the teacher to use (the text in the sample is adapted from the book, Bahasa dan Sastra Arab SMA/MA Kelas 11).
Four of these facts do not need to be corrected and are worth ten points (the maximum value that students can get is 4 x 10 = 40), while the remaining two facts need to be corrected and are worth 30 (the maximum value that students can get is 2 x 30 = 60). This assessment is carried out at the end of the learning phase to measure the following KPI. Discovery learning is a lesson that encourages students to play an active role in acquiring knowledge by relating new knowledge to knowledge they already have.
Based on this, we can say that this is a process-oriented learning that aims to sharpen students' intellectual skills, stimulate their curiosity and motivate them. It is beneficial for teachers to develop students' cognitive skills into higher thinking skills. Discovery learning is also in line with the 2013 Indonesian Curriculum, which aims to allow students to play an active role in the learning process (student-oriented).
Moreover, it also helps students develop lower order thinking skills (LOTS) into higher order thinking skills (HOTS).
CONCLUSION
Appendix
Lesson Plan (RPP)
ق ْو ُّسلا ى َ
ل ِإ ْتَبَهَذ : ناملس
ل ِإ اْوُب َه َذ : ناملس
ل ِإ َنْبَهَذ : ناملس
