STUDENT HIGHER ORDER THINKING ACHIEVEMENT IN A BLENDED LEARNING ENVIRONMENT Dewi Suliyanthini (a), Fajar Yulianur (b*), E. Lutfia Zahra (a), Vivi Radiona (a), Harsuyanti Lubis (a)
a) Universitas Negeri Jakarta
b) BINA NUSANTARA UNIVERSITY
* fajar.yulianur[at]binus.edu
Abstract
This study presented a description of student higher order thinking achievement after participating in the Textile Chemistry course which was conducted with blended learning. During the teaching-learning process, the studied group was engaged in teaching-learning activities conducted with various online learning platforms, including LMS Moodle, YouTube, Zoom, and WhatsApp Messenger. This quasi-experiment study involved 54 undergraduate students of Apparel Design Study Program Universitas Negeri Jakarta. The data source were student post-experimental reports which were then scored and then qualitatively analyzed with respect to Anderson and Krathwol^s (2001) Cognitive Process Dimension. The result showed that all students successfully achieved cognitive process Apply (C3), but there were 87% students achieved cognitive process Analyze (C4), and there were only 31.5% students achieved cognitive process Evaluate (C5), with the average score of 83.12. This study concluded that even though the overall student academic score was quite satisfying, only few students can demonstrate higher order thinking ability in solving the given tasks.
Keywords: Higher Order Thinking- Textile Chemistry- Blended Learning
