Mobile Learning to Increase Higher-Order Thinking Skill (HOTS) in Facing the Industrial Revolution 4.0

Authors

  • Nurcholish Arifin Handoyono Universitas Sarjanawiyata Tamansiswa

Keywords:

mobile learning, higher-order thinking skills, industrial revolution 4

Abstract

The purpose of this paper is as a reference for mobile learning to increase Higher-Order Thinking Skills (HOTS). The industrial revolution 4.0 has a human impact that will be facilitated by technology in completing their work. On the other hand, this era also had a negative impact, namely that the role of humans would be replaced by technology. In order for students as the nation's future generations to be able to face the impact of the 4.0 industrial revolution, students need to be equipped with the skills needed in that era, namely HOTS. HOTS is a process of students at a high level of cognitive development through various learning concepts which include problem-solving skills, creative thinking skills, critical thinking skills, argumentative skills, and decision-gathering abilities. Following the 4.0 industrial revolution, of course the learning concept needs to be adjusted. Part of electronic learning, namely mobile learning as an alternative to learning in the era of the industrial revolution 4.0 or better known as e-learning. The use of mobile learning as learning can be in the form of: (1) supplements; (2) complement; and (3) substitution. Efforts to increase HOTS in students can be done by triggering questions that contain cognitive levels at C4, C5, and C6 that are submitted to students, then students can use their gadgets as mobile learning in solving problems in learning.

References

APJII. (2017). Infografis Penetrasi & Perilaku Pengguna Internet Indonesia. Retrieved from Asosiasi Penyelenggara Jasa Internet Indonesia website: https://apjii.or.id/content/read/39/342/Hasil-Survei-Penetrasi-dan-Perilaku-Pengguna-Internet-Indonesia-2017

Casey, G. (2011). Thinking critically about critical thinking. In Critical Thinking and Higher Order Thinking: A Current Perspective. New York: Nova Science Publishers, Inc.

Chalim, S. (2018). Peran Orangtua dan Guru dalam Membangun Internet sebagai Sumber Pembelajaran. Jurnal Penyuluhan, 14(1), 33–42.

Fensham, P. J., & Bellocchi, A. (2013). Higher order thinking in chemistry curriculum and its assessment. Thinking Skills and Creativity, 10, 250–264.

Georgiev, T., Georgieva, E., & Smrikarov, A. (2004). M-Learning - a New Stage of Е -Learning. International Conference on Computer Systems and Technologies.

Gharibpoor, M., Sargazi, S., & Aref, M. (2013). Efficiency evaluation of e-learning compared to traditional education in human resource development (Case study: Small and medium enterprises in Shiraz). 2013 7th Intenational Conference on E-Commerce in Developing Countries: With Focus on e-Security, ECDC 2013, 128–135.

Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. Internet and Higher Education, 19(1), 18–26.

Gunawan, I., & Palupi, A. R. (2016). Taksonomi bloom – revisi ranah kognitif: kerangka landasan untuk pembelajaran, pengajaran, dan penilaian. Premiere Educandum: Jurnal Pendidikan Dasar Dan Pembelajaran, 2(2), 98–117.

Handoyono, N. A., & Arifin, Z. (2016). Pengaruh Inquiry Learning dan Problem-Based Learning terhadap Hasil Belajar PKKR Ditinjau dari Motivasi Belajar. Jurnal Pendidikan Vokasi, 6(1), 31–42.

Hidayat, D. (2019). Inilah Potensi Indonesia di Era Revolusi Industri 4.0 di Indonesia. Retrieved from http://lipi.go.id/berita/inilah--potensi-indonesia-di-era-revolusi-industri-4.0-di-indonesia/21540

Jinlong, G., Yawei, T., & Zhaolei, S. (2012). Mobile learning research-based intelligent mobile phone and 3G networks. Proceedings of the 2012 2nd International Conference on Instrumentation and Measurement, Computer, Communication and Control, IMCCC 2012, 1238–1242.

Korucu, A. T., & Alkan, A. (2011). Differences between m-learning (mobile learning) and e-learning, basic terminology and usage of m-learning in education. Procedia - Social and Behavioral Sciences.

Lele, A. (2019). Industry 4.0. In Smart Innovation, Systems and Technologies (pp. 205–215).

Mainali, B. P. (2013). Higher order thinking in education. Academic Voices: A Multidisciplinary Journal, 2(1), 5–10.

Ningsih, M. (2018). Pengaruh perkembangan revolusi industri 4.0 dalam dunia teknologi di indonesia. Pengaruh Perkembangan Revolusi Industri 4.0 Dalam Dunia Teknologi Di Indonesia.

Puncreobutr, V. (2016). Education 4.0: New Challenge of Learning. Humanitarian and Socio-Economic Sciences, 2(2), 92–97.

Quinn, C. (2000). mLearning. Mobile, Wireless, In-Your-Pocket Learning. Retrieved from Line Zine website: https://www.linezine.com/2.1/features/cqmmwiyp.htm

Suranto. (2016). Analisis Pemanfaatan M-Leraning Dalam Meningkatkan Motivasi Belajar Mahasiswa Pendidikan Akuntansi FKIP Universitas Muhammadiyah Surakarta. The Progressive and Fun Education Seminar.

Tambunan, H. (2011). PEMANFAATAN E-LEARNING DALAM PEMBELAJARAN. Jurnal Teknologi Pendidikan, 4(1), 104–113.

Wilson, L. O. (2016). Anderson and Krathwohl - Understanding the New Version of Bloom ’ s Taxonomy The Cognitive Domain : Anderson and Krathwohl - Bloom ’ s Taxonomy Revised. Retrieved from A succinct discussion of the revisions to Bloom’s classic cognitive taxonomy by Lorin Anderson and David Krathwohl and how to use them effectively website: https://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/

Downloads

Published

2021-02-15

Issue

Section

Artikel