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All Journal International Journal of Evaluation and Research in Education (IJERE) Edukasi
Ami Hibatul Jameel
Universitas Terbuka
Education

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HOTS Question Analysis on E-Learning: a 21st Century Competency Evaluation Ami Hibatul Jameel; Abd Gafur; Andy Sapta
Edukasi Vol 17, No 1 (2023): Teacher education and professional development
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v17i1.43423

Abstract

The development in the 21st century brings changes in the education field. Universities, in this case, must also be able to produce graduates who are expected to be able to answer future challenges and be globally competitive. One way to succeed in 21st-century competencies and accommodate digital native learners is to integrate digital literacy and take advantage of assignments in the Universitas Terbuka e-learning. The questions on e-learning assignments should also raise students' critical thinking and creative thinking skills. However, do the existing tutorial assignments lead to higher order thinking skills (HOTS) or are they still at the level of lower thinking skills? This study aims to analyze tutorial assignments in UT e-learning to improve 21st-century competencies (critical thinking skills and creative thinking skills) among UT students, especially Educational Technology Study Program in the Faculty of Teacher Training and Educational Sciences. The research was conducted using a mixed method, qualitative and quantitative research approach. Data was collected by using the document analysis technique which was then processed and analyzed qualitatively and quantitatively. After doing the analysis, the research results show that the tutorial assignments have yet to lead to the higher order thinking skills (HOTS). This result leads to the recommendation that the learning experience should become ownership for the students so that students could be more attached and eager to learn and do the assignments.
The effectiveness of parental assistance-based online learning model on self-efficacy Andy Sapta; Muhammad Aizuddin Ab Alim; Ami Hibatul Jameel; Abd Gafur
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i3.27006

Abstract

The obstacles experienced during online learning are inevitable circumstances. Hence, students need to have motivational beliefs that they have the ability to thrive in online learning despite its difficulties. Applying parental-based online learning is expected to help students increase their self-efficacy. This study examines the effect of using an online learning model based on parental assistance on students’ self-efficacy with a quantitative approach. This type of research is quasi-experimental, with a pre and post-test control group design by studying seventh-grade students in several public junior high schools in Kisaran. The study found that applying an online learning model based on parental assistance improved students’ self-efficacy more than a conventional online learning model. Consequently, parental assistance will make a practical contribution to the implementation of learning, especially in the implementation of online learning in the era of the pandemic and after the COVID-19 pandemic.
Co-Authors Abd Gafur Andy Sapta Andy Sapta Muhammad Aizuddin Ab Alim