edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2022-3-104-125edscience-2650Research ArticleОБЩИЕ ВОПРОСЫ ОБРАЗОВАНИЯGENERAL EDUCATIONФормирование навыков мышления высокого порядка (HOTS) у преподавателей в ИндонезииDevelopment of high order thinking skills in Indonesian teachershttps://orcid.org/0000-0003-0305-6985СурджантиДж.SurjantiJ.

Сурджанти Джун – профессор учебной программы экономического образования

Сурабая

Jun Surjanti – Professor, Economics Education Study Programme

Surabaya

junsurjanti@unesa.ac.idhttps://orcid.org/0000-0002-7594-0924ПракосоА. Ф.PrakosoA. F.

Пракосо Альбриан Фики – старший преподаватель учебной программы экономического образования

Сурабая

Albrian Fiky Prakoso – Assistant Professor, Economics Education Study Programme

Surabaya

albrianprakoso@unesa.ac.idhttps://orcid.org/0000-0003-2419-210XКурниаванР. Ю.KurniawanR. Y.

Курниаван Риза Йониса – старший преподаватель учебной программы экономического образования

Сурабая

Riza Yonisa Kurniawan – Assistant Professor, Economics Education Study Programme

Surabaya

rizakurniawan@unesa.ac.idhttps://orcid.org/0000-0002-5805-2466СактиН. К.SaktiN. C.

Сакти Норида Канда – доцент учебной программы экономического образования

Сурабая

Norida Canda Sakti – Associate Professor, Economics Education Study Programme

Surabaya

noridacanda@unesa.ac.idhttps://orcid.org/0000-0002-3932-5895НурлайлиЭ. И.NurlailiE. I.

Нурлайли Эка Инда – старший преподаватель программы экономического образования

Сурабая

Eka Indah Nurlaili – Assistant Professor, Economics Education Study Programme

Surabaya

ekanurlaili@unesa.ac.idГосударственный университет СурабаяUniversitas Negeri Surabaya202217032022243104125Copyright © Сурджанти Д., Пракосо А.Ф., Курниаван Р.Ю., Сакти Н.К., Нурлайли Э.И., 20222022Сурджанти Д., Пракосо А.Ф., Курниаван Р.Ю., Сакти Н.К., Нурлайли Э.И.Surjanti J., Prakoso A.F., Kurniawan R.Y., Sakti N.C., Nurlaili E.I.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/2650Введение

Введение. Учителя XXI века должны быть в состоянии воспитать творческих учеников, которые мыслят критически, за счет развития навыков мышления высокого порядка (HOTS) в процессе обучения.

Цель

Цель. Настоящее исследование направлено на изучение того, могут ли профессиональные знания учителей улучшить критическое мышление и могут ли грамотность в применении HOTS и профессиональное развитие учителей опосредовать их взаимосвязь.

Методология и методы исследования. Данное исследование носит пояснительный характер при общей выборке 724 учителей. Анализ проводился с использованием WarpPLS, а данные собирались с помощью анкет.

Результаты и научная новизна. Результаты исследования показали, что профессиональные знания учителей влияют на критическое мышление прямо и косвенно. Грамот ность в применении HOTS и профессиональное развитие учителей являются промежуточными звеньями между профессиональными знаниями учителей и критическим мышлением.

Практическая значимость

Практическая значимость. Настоящее исследование предоставляет важную информацию соответствующим заинтересованным сторонам, таким как Министерство образования, университеты и школы, относительно того, какие факторы могут улучшить способности учителей при подготовке вопросов, направленных на критическое мышление (мышление высокого порядка). Эти факторы должны быть немедленно обнаружены и из учены заинтересованными сторонами, чтобы поддержать регулирование развития потенциала учителей, а также текущий процесс разработки учебных программ.

Introduction

Introduction. The 21st century teachers need be able to create students who are creative and have critical thinking skills which are possibly obtained by implementing high order thinking skills (HOTS) in learning activities.

Aim

Aim. This study aims to examine whether teacher professional knowledge (TPK) can improve teacher’s critical thinking (CT) and whether HOTS literacy (HL) and teacher professional development (TPD) can mediate the relationship between TPK and CT.

Methodology and research methods. This study is explanatory research with 724 teachers serves as respondents. The analysis was carried out using WarpPLS and data were collected through questionnaire.

Results and scientific novelty. The research results demonstrate that TPK affect CT directly and indirectly. HL and TPD intermediate the relationship of TPK on CT.

Practical significance

Practical significance. This study provides important information to relevant stakeholders, such as the Ministry of education, universities, and schools which explains or proposes factors that can improve teachers’ ability in developing critical thinking or higher-order thinking based questions. This information needs to be immediately known so stakeholders or policy makers can design appropriate regulations or policy that can develop teacher capacity and education curriculum.  

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The authors declare that there are no conflicts of interest present.