Article Sidebar

Download
PDF
Statistic
Read Counter : 397 Download : 111

Downloads

Download data is not yet available.

Main Article Content

Abstract

Higher-order thinking skills (HOTS) are widely recognized as an essential for addressing the challenges of modern life. As a result, numerous educational systems prioritize the development of students' HOTS. While previous studies have explored the impact of scaffolding on HOTS through either paper-based methods or gamified approaches, this experimental study seeks to examine the effects of scaffolding-based digital instructional media delivered via web-based instruction—specifically, the platform Madmatics—on students' HOTS. The participants in this study consisted of 64 junior high school students, with 32 students utilizing the scaffolding-based digital media for mathematics learning, while the remaining 32 students engaged in traditional paper-and-pencil exercises in a regular classroom setting. The findings reveal that students exposed to scaffolding-based digital instructional media demonstrated significantly greater improvements in HOTS compared to those in the conventional learning environment. Three key factors may explain this enhancement: the scaffolding guided students through problem-solving tasks, the media provided immediate feedback and explanations to facilitate learning, and the digital platform increased student engagement and motivation to solve mathematical problems.

Keywords

Digital Higher Order Thinking Skills Instructional Media Scaffolding Web-Based

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Setyaningrum, W., Pastoriko, F. M., Fabian, K., & Ying, C. Y. (2024). The effect of scaffolding-based digital instructional media on higher-order thinking skills. Journal on Mathematics Education, 15(4), 1077–1094. https://doi.org/10.22342/jme.v15i4.pp1077-1094
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Ananiadou, K., & Claro, M. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. https://doi.org/http://dx.doi.org/10.1787/218525261154
  2. Apino, E., & Retnawati, H. (2017). Developing instructional design to improve mathematical higher order thinking skills of students. In Journal of Physics: Conference Series (Vol. 812, No. 1, p. 012100). IOP Publishing. http://doi.org/10.1088/1742-6596/812/1/012100
  3. Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29(3), 344–370. https://doi.org/10.1016/j.cedpsych.2003.09.002
  4. Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2005). Adaptive Human Scaffolding Facilitates Adolescents’ Self-regulated Learning with Hypermedia. Instructional Science, 33(5–6), 381–412. https://doi.org/10.1007/s11251-005-1273-8
  5. Azid, N., Ali, R. M., El Khuluqo, I., Purwanto, S. E., & Susanti, E. N. (2022). Higher Order Thinking Skills, School-Based Assessment and Students' Mathematics Achievement: Understanding Teachers' Thoughts. International Journal of Evaluation and Research in Education, 11(1), 290-302. https://doi.org/10.11591/ijere.v11i1.22030
  6. Bakker, A., Smit, J., & Wegerif, R. (2015). Scaffolding and dialogic teaching in mathematics education: introduction and review. ZDM, 47(7), 1047–1065. https://doi.org/10.1007/s11858-015-0738-8
  7. Baxter, J. A., & Williams, S. (2010). Social and analytic scaffolding in middle school mathematics: managing the dilemma of telling. Journal of Mathematics Teacher Education, 13(1), 7–26. https://doi.org/10.1007/s10857-009-9121-4
  8. Borkowski, J. G., Carr, M., Rellinger, E., & Pressley, M. (1990). Self-regulated cognition: Interdependence of metacognition, attributions, and self-esteem. In B. F. Jones & L. Idol (Eds.), Dimensions of Thinking and Cognitive Instruction (pp. 53–92). Lawrence Erlbaum Associates, Inc.
  9. Chang, C.-C., & Yang, S.-T. (2023). Interactive effects of scaffolding digital game-based learning and cognitive style on adult learners’ emotion, cognitive load and learning performance. International Journal of Educational Technology in Higher Education, 20(1), 16. https://doi.org/10.1186/s41239-023-00385-7
  10. Chang, K. E., Sung, Y. T., & Chen, S. F. (2001). Learning through computer-based concept mapping with scaffolding aid. Journal of Computer Assisted Learning, 17(1), 21–33. https://doi.org/10.1111/j.1365-2729.2001.00156.x
  11. Cherepinsky, V. (2011). Self-Reflective Grading: Getting Students to Learn from their Mistakes. PRIMUS, 21(3), 294–301. https://doi.org/10.1080/10511970903147861
  12. Dove, A., & Hollenbrands, K. (2014). Teachers’ scaffolding of students’ learning of geometry while using a dynamic geometry program. International Journal of Mathematical Education in Science and Technology, 45(5), 668-681. https://doi.org/10.1080/0020739X.2013.868540
  13. Griffin, P., & Care, E. (2015). The ATC21S Method. In P. Griffin & E. Care (Eds.), Assessment and Teaching of 21st Century Skills. Methods and Approach (pp. 3–36). Springer.
  14. Henderson, C., & Harper, K. A. (2009). Quiz Corrections: Improving Learning by Encouraging Students to Reflect on Their Mistakes. The Physics Teacher, 47(9), 581–586. https://doi.org/10.1119/1.3264589
  15. Kaplan, R. M., Atkins, C. J., & Timms, R. (1984). Validity of a quality of well-being scale as an outcome measure in chronic obstructive pulmonary disease. Journal of chronic diseases, 37(2), 85-95.
  16. Larson, L. C., & Miller, T. N. (2011). 21st Century Skills: Prepare Students for the Future. Kappa Delta Pi Record, 47(3), 121–123. https://doi.org/10.1080/00228958.2011.10516575
  17. Lee, J., & Choi, H. (2017). What affects learner’s higher-order thinking in technology-enhanced learning environments? The effects of learner factors. Computers & Education, 115, 143–152. https://doi.org/10.1016/j.compedu.2017.06.015
  18. Lewis, A., & Smith, D. (1993). Defining higher order thinking. Theory Into Practice, 32(3), 131–137. https://doi.org/10.1080/00405849309543588
  19. Lombardi, D. (2023). On the Horizon: the Promise and Power of Higher Order, Critical, and Critical Analytical Thinking. Educational Psychology Review, 35(2), 38. https://doi.org/10.1007/s10648-023-09763-z
  20. Miri, B., David, B.-C., & Uri, Z. (2007). Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking. Research in Science Education, 37(4), 353–369. https://doi.org/10.1007/s11165-006-9029-2
  21. Muhonen, H., Rasku-Puttonen, H., Pakarinen, E., Poikkeus, A.-M., & Lerkkanen, M.-K. (2016). Scaffolding through dialogic teaching in early school classrooms. Teaching and Teacher Education, 55, 143–154. https://doi.org/10.1016/j.tate.2016.01.007
  22. Myelnawan, & Setyaningrum, W. (2023). Higher order thinking skills of students in outermost region in Indonesia: A survey in Mamuju District. Issues in Mathematical Thinking, 1(1), 34–41.
  23. OECD. (2003). The PISA 2003 assessment framework—mathematics, reading, science, and problem solving knowledge and skills. OECD.
  24. OECD. (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. OECD Publishing.
  25. OECD. (2019). PISA 2018 Assessment and Analytical Framework. OECD Publishing.
  26. Ozkale, A., & Erdogan, E. O. (2022). An analysis of the interaction between mathematical literacy and financial literacy in PISA*. International Journal of Mathematical Education in Science and Technology, 53(8), 1983–2003. https://doi.org/10.1080/0020739X.2020.1842526
  27. Payne, J. W., Bettman, J. R., & Johnson, E. J. (1993). The adaptive decision maker. New York: Cambridge University Press.
  28. Puspitaningrum, A., & Wijaya, A. (2023). Android-based Educational Game: The design to improve students’ understanding in learning Geometry. Instructional Media for Mathematics, 1(1), 38–47.
  29. Sa'dijah, C., Murtafiah, W., Anwar, L., Nurhakiki, R., & Cahyowati, E. T. D. (2021). Teaching higher order thinking skills in mathematics classrooms: Gender differences. Journal on Mathematics Education, 12(1), 159-180. http://doi.org/10.22342/jme.12.1.13087.159-180
  30. Schraw, G., & Robinson, D. H. (2011). Conceptualizing and assessing higher order thinking skills. In G. Schraw & D. H. Robinson (Eds.), Assessment of higher order thinking skills (pp. 1–15). Information Age Publishing.
  31. Silver, E. A. (1990). Thinking through Mathematics: Fostering Inquiry and Communication in Mathematics Classrooms. The Thinking Series. New York: College Board Publications.
  32. Sun, C.-T., Wang, D.-Y., & Chan, H.-L. (2011). How digital scaffolds in games direct problem-solving behaviors. Computers & Education, 57(3), 2118–2125. https://doi.org/10.1016/j.compedu.2011.05.022
  33. Tropper, N., Leiss, D., & Hänze, M. (2015). Teachers’ temporary support and worked-out examples as elements of scaffolding in mathematical modeling. ZDM, 47(7), 1225–1240. https://doi.org/10.1007/s11858-015-0718-z
  34. van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in Teacher–Student Interaction: A Decade of Research. Educational Psychology Review, 22(3), 271–296. https://doi.org/10.1007/s10648-010-9127-6
  35. van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010
  36. Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89–100.
  37. Yen, T. S., & Halili, S. H. (2015). Efective teaching of higher-order thinking (HOT) in education. Online Journal of Distance Education and E-Learning, 3(2), 41–47.
  38. Yerushalmi, E., & Polingher, C. (2006). Guiding students to learn from mistakes. Physics Education, 41(6), 532–538. https://doi.org/10.1088/0031-9120/41/6/007
  39. Yusoff, M. S. B. (2019). ABC of content validation and content validity index calculation. Education in medicine journal, 11(2), 49-54. https://doi.org/https://doi.org/10.21315/eimj2019.11.2.6
  40. Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2
  41. Zohar, A., & Dori, Y. J. (2003). Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive? Journal of the Learning Sciences, 12(2), 145–181. https://doi.org/10.1207/S15327809JLS1202_1
  42. Zoller, U. (2002). Algorithmic, LOCS and HOCS (chemistry) exam questions: Performance and attitudes of college students. International Journal of Science Education, 24(2), 185–203. https://doi.org/10.1080/09500690110049060