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Preservice Mathematics Teacher Knowledge of Higher Order Thinking Skills

Artigo2024

Juliana M. H. Nenohai ORCID; Damianus Dao Samo ORCID; Siprianus Suban Garak ORCID; Imelda Hendriani Eku Rimo ORCID; Imelda Paulina Soko ORCID

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Resumo

This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI-VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacherabout HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.

Dados da obra

Tipo
Artigo
Periódico
Journal of Education and Learning (EduLearn), v. 18, n. 2, p. 588-597
Editora
Ahmad Dahlan University
Ano
2024 (2024-03-25)
Idioma
en
Palavras-chave
Preservice Teachers; Mathematics Teachers; Pedagogical Content Knowledge; Thinking Skills; Gender Differences; Taxonomy; Knowledge Level; higher-order thinking skills; pre-service mathematics teachers; teacher knowledge; Bloom's taxonomy; mathematics curriculum; mathematics pedagogy; assessment; academic ability
Temas
Avaliação, Currículo
DOI
10.11591/edulearn.v18i2.21184
ISSN
2089-9823, 2302-9277
Licença
cc-by
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
NENOHAI, Juliana M. H. et al.. Preservice Mathematics Teacher Knowledge of Higher Order Thinking Skills. Journal of Education and Learning (EduLearn), v. 18, n. 2, p. 588-597, 2024. DOI: https://doi.org/10.11591/edulearn.v18i2.21184.

APA

Nenohai, J. M. H., Samo, D. D., Garak, S. S., Rimo, I. H. E., & Soko, I. P. (2024). Preservice Mathematics Teacher Knowledge of Higher Order Thinking Skills. Journal of Education and Learning (EduLearn), 18(2), 588-597. https://doi.org/10.11591/edulearn.v18i2.21184

BibTeX
@article{nenohai2024,
  author = {Nenohai, Juliana M. H. and Samo, Damianus Dao and Garak, Siprianus Suban and Rimo, Imelda Hendriani Eku and Soko, Imelda Paulina},
  title = {Preservice Mathematics Teacher Knowledge of Higher Order Thinking Skills},
  year = {2024},
  journal = {Journal of Education and Learning (EduLearn)},
  volume = {18},
  number = {2},
  pages = {588-597},
  publisher = {Ahmad Dahlan University},
  doi = {10.11591/edulearn.v18i2.21184},
  language = {en}
}
RIS
TY  - JOUR
AU  - Nenohai, Juliana M. H.
AU  - Samo, Damianus Dao
AU  - Garak, Siprianus Suban
AU  - Rimo, Imelda Hendriani Eku
AU  - Soko, Imelda Paulina
TI  - Preservice Mathematics Teacher Knowledge of Higher Order Thinking Skills
PY  - 2024
JO  - Journal of Education and Learning (EduLearn)
VL  - 18
IS  - 2
SP  - 588
EP  - 597
DO  - 10.11591/edulearn.v18i2.21184
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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