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Preservice Mathematics Teacher Knowledge of Higher Order Thinking Skills

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Title: Preservice Mathematics Teacher Knowledge of Higher Order Thinking Skills
Language: English
Authors: Juliana Mehelina Herlince Nenohai (ORCID 0000-0003-3258-2677), Damianus Dao Samo (ORCID 0000-0003-3401-6978), Siprianus Suban Garak (ORCID 0009-0004-6121-0949), Imelda Hendriani Eku Rimo (ORCID 0009-0003-2018-277X), Imelda Paulina Soko (ORCID 0000-0002-7602-6421)
Source: Journal of Education and Learning (EduLearn). 2024 18(2):588-597.
Availability: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Mathematics Teachers, Pedagogical Content Knowledge, Thinking Skills, Gender Differences, Taxonomy, Knowledge Level
ISSN: 2089-9823
2302-9277
Abstract: 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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1430477
Database: ERIC
FullText Text:
  Availability: 0
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PubType: Academic Journal
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  Data: Preservice Mathematics Teacher Knowledge of Higher Order Thinking Skills
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Juliana+Mehelina+Herlince+Nenohai%22">Juliana Mehelina Herlince Nenohai</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3258-2677">0000-0003-3258-2677</externalLink>)<br /><searchLink fieldCode="AR" term="%22Damianus+Dao+Samo%22">Damianus Dao Samo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3401-6978">0000-0003-3401-6978</externalLink>)<br /><searchLink fieldCode="AR" term="%22Siprianus+Suban+Garak%22">Siprianus Suban Garak</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-6121-0949">0009-0004-6121-0949</externalLink>)<br /><searchLink fieldCode="AR" term="%22Imelda+Hendriani+Eku+Rimo%22">Imelda Hendriani Eku Rimo</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-2018-277X">0009-0003-2018-277X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Imelda+Paulina+Soko%22">Imelda Paulina Soko</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7602-6421">0000-0002-7602-6421</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning+%28EduLearn%29%22"><i>Journal of Education and Learning (EduLearn)</i></searchLink>. 2024 18(2):588-597.
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  Data: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
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  Data: 10
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Taxonomy%22">Taxonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink>
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  Data: 2089-9823<br />2302-9277
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2024
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  Data: EJ1430477
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 588
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Taxonomy
        Type: general
      – SubjectFull: Knowledge Level
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      – TitleFull: Preservice Mathematics Teacher Knowledge of Higher Order Thinking Skills
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          Name:
            NameFull: Juliana Mehelina Herlince Nenohai
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            NameFull: Imelda Hendriani Eku Rimo
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            NameFull: Imelda Paulina Soko
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              Type: published
              Y: 2024
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