Creative thinking skills in science education: CORE learning model on the simple harmonic motion topic during COVID-19 pandemic

COVID-19 pandemic forces learning to be done online. Online learning more or less affects the quality of the learning process and influences students' creative thinking skills, especially in science education. This research aimed to determine the CORE (Connecting, Organizing, Reflecting, and Extending) learning model's influence on students' creative thinking skills in understanding simple harmonic vibration material as part of science education at the high school level. This research applied the non-equivalent control group design with sixty-five senior high school students were chosen as the samples. The CORE learning model was implemented to observe how students' creative thinking skills can be grown. The results showed a difference between the average posttest results of the experimental class and the average posttest results of the control class. Based on the results, the CORE learning improved students' creative thinking skills in understanding simple harmonic vibration material. The results of this research can be used as recommendations for teachers to support sustainability in science education. © 2023 Author(s).

Higher-Order Thinking Skills of High School and College Students on Flood Mitigation

Background and objective: Numerous flood disaster events encourage mitigation efforts. One of the efforts is education to high school and college students through a project-based learning (PjBL) model during COVID-19. The PjBL innovation can be developed by teachers with a formulation that integrates it with learning media and higher-order thinking skills (HOTS) as the measured parameter. Methods: The research goal is to analyze high school and college students’ HOTS, learning media, and the PjBL model. Learning method employed in the research is descriptive. The HOTS instrument was developed according to Anderson's taxonomy to measure the ability of high school and college students. Results: The research results indicated that the HOTS score of the high school and college students was very low at 28.29 and 46.01, respectively. The research results suggested an improvement of the HOTS by developing a learning medium to enhance students’ HOTS. In addition, the results of the study also showed that the role of teachers and lecturers was very important in facilitating the use of learning media. Conclusion: Teachers and lecturers in this context must be able to facilitate the formation of loving behavior towards the environment. The learning media will be a content supplement for the primary, secondary, and higher education in learning flood concepts. Based on the results, the conclusion is that high school and college students’ HOTS score is in a low category and all aspects of learning media can be integrated with PjBL. © 2022 by the Society for People, Plants, and Environment.

Hots And E-Learning Of Diploma And Undergraduate: Ilmizi Model For Environmental Disaster Mitigation Education During New Normal Covid-19

Innovation in learning is a necessity for environmental learning in 21st century especially during the new normal era of the Coronavirus Disease 2019 (COVID-19). One of important skills to address disaster mitigation issue is Higher Order Thinking Skills (HOTS) that can be trained using the Innovation Learning Model for Natural Science and Environmental Learning (ILMIZI) model regarding e-learning. This research aims to measure HOTS and descriptively analyse the e-learning and ILMIZI model. The research method is descriptive with survey as the data collection technique. The total sample size of this research were 176 students divided into 105 diploma students and 71 undergraduate students. The results show a very low HOTS score of students at the diploma (30.98) and undergraduate (32.02) level regarding disaster mitigation concepts. This study also considered the dominant use of Power Point file (41.38%), distractions in e-learning related to phone signals (44.83%), and the study discovered that majority of students feel more independent in learning (62.07%). The descriptive analysis indicates that the ILMIZI model is compatible for use in environmental learning concerning disaster mitigation. It is the finding of this research that student’s HOTS scores are still low;the implementation of e-learning programmes faces some obstacles;and the ILMIZI model is suitable for environmental learning as a means of disaster mitigation. © 2021, Journal of Sustainability Science and Management. All Rights Reserved.

DIFMOL: INDONESIAN STUDENTS’ HOTS AND ENVIRONMENTAL EDUCATION MODEL DURING COVID-19

Flood issues will become aggrevated during the COVID-19 pandemic and solutions, especially in environmental education, must be developed to provide relief to affected communities. Students, as the generation who will shape society in future, must be able to contribute ideas to resolve environmental problems. One of the abilities that must be acquired to do so is Higher Order Thinking Skills (HOTS). This can be trained by developing a Disaster Mitigation of Floods Based on Online Learning (DIFMOL) education model. This study aims to develop a DIFMOL model to improve students’ HOTS. The research method was adapted from Gall and Borg (2003). The results showed that all students had a very low score of HOTS (28.01), with the male level (28.02) being slightly higher than females (27.99). Meanwhile, the validation results showed that the DIFMOL model had a valid score. This suggested that the model may be used in learning during the COVID-19 pandemic. The DIFMOL model is a technology-based 21st-century learning innovation. The study concludes that the students’ HOTS score was low and the DIFMOL model may be used to improve their skills. © 2020. Portland Press Limited. All Rights Reserved.

HOTSEP: Revised Anderson's taxonomy in environmental learning of COVID-19

Environmental learning in the 21st century requires a high level of thinking ability, especially to solve environmental problems when COVID-19 pandemic. This was to develop a new level of thinking, namely Higher Order Thinking Skills of Environmental Problem (HOTSEP) which is a revision of Anderson's Taxonomy. The purpose of this study was to measure students HOTSEP in the context of environmental problems related to COVID-19. The research method used in this research was descriptive. The sample used 277 university students from several cities in Indonesia. The instrument used HOTSEP which has 3 categories of thinking level start from develop innovation about environment (C6), solve environmental problem (C5), criticize environmental problem (C4). The results showed that students HOTSEP were still in the very low category (33.64). This study concludes that the HOTSEP of students was still low and needs to be improved to the understanding of COVID-19 concept in environmental learning. Suggestion for further research was HOTSEP need to implement in school or university for several environmental learning topics in many subjects/courses start from Natural Science, Social Science, Engineering, and others relevant subject. HOTSEP can be measured not only in school or university, HOTSEP can be implement in community and public. © 2020 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).