Elementary Students’ Higher-order Thinking in Classroom using a Model of Teaching through Problem Problem-Solving with an Open Approach
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Abstract
Higher-order thinking skills occur when people solve problems and need information which requires previous knowledge, doing, and metacognition. This research aimed to develop students’ higher-order thinking in classroom using a model of teaching through problem-solving by open approach. Case study was used in this study. The target group was the second-grade students in the school which used lesson study and open approach since 2020 academic year. Research tools include lesson plans, video cameras, IC recorders, and field notes. Data were collected by observed, recorded video and voices. Data were students’ worksheets and the protocol. Analyzing the data by using protocol, content, and descriptive analysis.
The finding showed that when using the model of teaching through a problem-solving approach, students’ mathematical thinking involves two main processes: 1) Students extend their ideas by applying ideas or how to learn from the previous lessons to solve new problems or challenging problems, students apply the idea of groups of tens and ones to solve problems and then extend this idea to solve the addition in vertical forms problems. 2) Students integrated all of the ideas in the lesson or the previous lesson to solve the problems, students applied the idea of how to calculating 12+23 and the algorithm of addition in vertical form, 13+24, to solve problem of the addition in vertical form with the carry 38+27.
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