vii
TABLE OF CONTENTS
CHAPTER
1
TITLE
PAGE
DECLARATION
i
DEDICATION
iii
ACKNOWLEDGEMENTS
iv
ABSTRACT
v
ABSTRAK
vi
TABLE OF CONTENTS
vii
LIST OF TABLES
ix
LIST OF FIGURES
xviii
LIST OF ABBREVIATION
xx
LIST OF APPENDICES
xxi
INTRODUCTION
1.0
Introduction
1
1.1
Research Background
2
1.1.1
Higher Order Thinking Skills
3
1.1.2
HOTS and Computer Science
4
1.1.3
Generative Learning and HOTS
6
1.1.4
Learning Object Design
9
1.1.5
Generative Learning, HOTS, Learning Object
11
Design and Web Technology
1.1.6
Instructional Design Model
13
1.2
Problem Statements
14
1.3
Research Rationale
16
viii
2
1.4
Research Objectives
20
1.5
Research Questions
20
1.6
Research Theoretical Framework
21
1.7
The Framework of Instructional Design Model
27
1.8
Research Importance
29
1.9
Research Scope and Limitation
30
1.10
Operational Definition
31
1.11
Summary
35
LITERATURE REVIEW
2.0
Introduction
36
2.1
Higher Order Thinking Skills Learning Object
37
2.1.1
38
Higher-Order Thinking Skills Teaching
Programs and Practice
2.1.2
Definitions of HOTS Attributes of Learning
42
Object
2.1.3
Instructional Strategies for HOTS
48
Granularity of Learning Object
2.1.4
Technology and HOTS Metadata of Learning
51
Object
2.1.5
Research Studies on HOTS
53
2.1.6
Research Studies of Using Technology to
54
Improve HOTS
2.1.7
2.2
HOTS in Computer Science Learning
57
Learning Object
59
2.2.1
What is Learning Object Design?
60
2.2.2
Attributes of Learning Object
62
2.2.3
Granularity of Learning Object
63
2.2.4
Metadata of Learning Object
65
2.2.5
Learning Object Design in Learning
67
ix
2.2.6
Research Studies on Learning Object Design
67
2.3
Generative Learning and Learning Object Design
69
2.4
Generative Learning, HOTS and Learning Object
75
Design
2.5
Web-Based Learning
76
2.5.1
78
Web-Based Learning and Learning Object
Design
2.6
3
Learning of Computer System
80
2.6.1
Learning Problems of Computer System
80
2.6.2
How to Teach and Learn Computer System
83
2.7
Instructional Design Model
86
2.8
Summary
87
RESEARCH METHODOLOGY
3.0
Introduction
89
3.1
An Overview of the HOTS Assessment
89
3.2
Research Framework
95
3.2.1
Phase I: Analysis
97
3.2.2
Phase II: Design
100
3.2.3
Phase III: Development
101
3.2.4
Phase IV: Implementation
102
3.2.5
Phase V: Evaluation
102
3.2.5.1
Formative Evaluation
103
3.2.5.2
Summative Evaluation
106
3.3
3.4
Sampling
109
3.3.1
Learners Sampling
109
3.3.2
Expert Sampling
111
3.3.3
Lecturers Sampling
112
Research Instruments
112
3.4.1
112
Evaluation Form
x
3.5
3.4.2
Pre-test and Post-test
114
3.4.3
Rubric
115
3.4.4
Electronic Portfolio
116
3.4.5
Interview
117
Data Analysis
117
3.5.1
118
Analysis of Students’ Current Level of HOTS
From the Conventional Teaching and
Learning of Computer System (CS)
3.5.2
Analysis of the Effectiveness of the Web-
119
based Learning System in the Improvement of
Students’ Learning
3.5.3
Analysis of the Effectiveness of the Web-
120
based Learning System in the Improvement of
HOTS
3.5.4
Analysis of the Effectiveness of the Web-
121
based Learning System in HOTS Engagement
3.5.5
Analysis of the Effectiveness of the Web-
121
based learning system as Perceived by the
Lecturers and Students
3.6
4
Summary
122
SYSTEM DESIGN AND DEVELOPMENT
4.0
Introduction
123
4.1
Web-Based Learning in Southern College
123
4.2
Design and Development of the Web-based Learning
125
System
4.3
A Pedagogical Design Learning Conceptual Model:
127
GLOOTT
4.4
GOOD Learning System
131
4.5
Structure of Learning Object Design
132
xi
4.5.1
4.6
The Metadata Elements
The Design and Development of GOOD Learning
136
138
System
4.6.1
Students Log In
141
4.6.1.1
Upload Learning Objects
142
4.6.1.2
Design Learning
143
4.6.1.2.1
143
Implementation of
GLOOTT Model in
Learning Tasks of
GOOD Learning System
4.6.1.3
Forum
154
4.6.1.4
Message from the Instructor
154
4.6.1.5
Others Feature That Support
155
Learning
4.6.2
4.7
Instructor Log In
156
4.6.2.1
157
Uploading Tasks
GOOD Learning System as Mindtool to Engage
159
Learners in HOTS
4.8
5
Summary
161
DATA ANALYSIS AND RESULTS
5.0
Introduction
162
5.1
Data Analysis of Students’ Current Level of HOTS
162
From the Conventional Teaching and Learning of
Computer System
5.2
Analysis of the Effectiveness of GOOD Learning
165
System in the Improvement of Students’ Learning
5.3
Analysis of the Effectiveness of GOOD Learning
167
System in the Improvement of HOTS
5.4
Analysis of the Effectiveness of GOOD Learning
169
xii
System in the Students’ HOTS Engagement
5.5
Analysis of the Effectiveness of GOOD Learning
177
System as Perceived by Instructors
5.6
Analysis of the Effectiveness of the Web-based
186
Learning System as Perceived by Students
5.7
6
Summary
198
DISCUSSIONS AND CONCLUSION
6.0
Introduction
199
6.1
Research Summary
199
6.2
Discussion
201
6.2.1
202
Current Level of HOTS of Students from the
Conventional Teaching and Learning of
Computer System (CS)
6.2.2
Effectiveness of GOOD Learning System in
202
the Improvement of Students’ Learning
6.2.3
Effectiveness of GOOD Learning System in
203
Improving HOTS
6.2.4
Effectiveness of GOOD Learning System in
204
HOTS Engagement
6.2.5
Effectiveness of GOOD Learning System as
205
Perceived by the Lecturers
6.2.6
Effectiveness of GOOD Learning System as
206
Perceived by the Students
6.3
Implications of the Research
208
6.4
Limitations of the Research
210
6.5
Suggestions for Further Research
211
6.6
Conclusion
213
xiii
6.7
Summary
214
REFERENCES
215
Appendices A - R
255-295
xiv
LIST OF TABLES
NUMBER OF
TABLE
TITLE
PAGE
1.1
Bloom Taxonomy of Thinking
32
2.1
Transitioning Learning Design
67
3.1
Data to be Collected and Research Design
96
3.2
The System Implementation Plan
102
3.3
Evaluation Plan
103
3.4
Number of Students and the Number of Lesson Maps
They Had Designed
110
3.5
The Sections and Items in the WEF for Lecturer or
Expert
113
3.6
The Sections and Items in the WEF for Students
114
3.7
Table for Record of Mean Score of Cognitive
Operations of HOTS for Each Question
118
3.8
Table for Record of the Sum of the Students’ Scores
and Percentage of Cognitive Operations for All
Questions
119
3.9
Table for the Comparison of Mean Score of Each
Cognitive Operation between Pre-Test and Post-Test
120
4.1
The Metadata Elements
136
5.1
Division of Questions According to the Bloom
Taxonomy of Thinking
163
xv
5.2
Mean Score of Each Taxonomy of Thinking for Each
Question
163
5.3
The Students’ Scores and Percentage in the Taxonomy
of Thinking of All Questions
164
5.4
Score of Pre-Test and Post-Test
166
5.5
Mean Scores of Pre-Test and Post-Test
166
5.6
T-Test Analysis for Mean Scores of Pre-Test and PostTest
167
5.7
T-Test Analysis of Mean Scores for Each Cognitive
Operation in Pre-Test and Post-Test
168
5.8
The HOTS Engagement of Students from Different
Groups
170
5.9
Mean and Standard Deviation of Each Item in Section
A
178
5.10
Mean and Standard Deviation of Each Item in Section
B
178
5.11
Mean and Standard Deviation of Each Item in Section
C
179
5.12
Mean and Standard Deviation of Each Item in Section
D
179
5.13
Mean and Standard Deviation of Each Item in Section
E
180
5.14
Mean and Standard Deviation of Each Item in Section
E
180
5.15
Means and Standard Deviations of Each Item in WEF
for the Lecturers
181
5.16
Aspects They Like in GOOD Learning System
183
5.17
Aspects They Don’t Like GOOD Learning System
183
5.18
Suggestions to Improve GOOD Learning System
184
5.19
The Suitability of GOOD Learning System in
184
xvi
Improving HOTS
5.20
The Suitability of GOOD Learning System in the
Teaching and Learning of Computer System
185
5.21
The Suitability of GOOD Learning System the
Teaching and Learning of Other Subjects
185
5.22
Mean and Standard Deviation of Each Item in Section
A
186
5.23
Mean and Standard Deviation of Each Item in Section
B
187
5.24
Mean and Standard Deviation of Each Item for WEF
Student in
Section C
187
5.25
Mean and Standard Deviation of Each Item in Section
D
188
5.26
Mean and Standard Deviation of Each Item in Section
E
188
5.27
Means and Standard Deviations of Each Item in WEF
for the Students
189
5.28
Comments from the Students About GOOD Learning
System
190
5.29
Suggestions from the Students About GOOD Learning
System
191
5.30
GOOD Learning System in Improving HOTS
192
5.31
GOOD Learning System in Developing Problem
Solving Skills
192
5.32
Parts of GOOD Learning System that Engages Students
in HOTS
193
5.33
Cognitive Operations of HOTS They Aware of in
GOOD Learning System
194
5.34
The Effectiveness of GOOD Learning System in
Improving CS
194
xvii
5.35
The Effectiveness of GOOD Learning System in the
Understanding of the Vocabulary Used In Computer
195
5.36
The Effectiveness of GOOD Learning System in
Developing the Concept of Computer
195
5.37
The Effectiveness of GOOD Learning System in
Improving Your Problem Solving Skills in CS
196
5.38
Feedbacks from the Students about the Importance of
HOTS in Learning CS
196
5.39
The Importance of HOTS Improvement in Learning
Others Computer Science Subject
197
5.40
The Use of HOTS in the Posttest
197
5.41
Outcome of the Use of HOTS in the Posttest
197
5.42
GOOD Learning System in Helping Students in
Learning CS
198
xviii
LIST OF FIGURES
FIGURE NO
TITLE
PAGE
1.1
Conceptual Model Derived from the Research Theoretical
Framework
25
1.2
The Framework of ID Model Modified from ISDMELO
(Baruque and Melo, 2003)
28
3.1
The Design Framework of HOTS Assessment (Adapted from
Costa and Kallick, 2000)
92
3.2
Pre-Experimental Design, One-Group Pretest-Posttest Design
106
3.3
The Distribution of Lesson Maps of the Students
111
4.1
An Example of Interactive Learning Objects
133
4.2
An Example of Web Page Learning Objects
134
4.3
An Example of Learning Objects Designed as Table
134
4.4
An Example of Learning Objects Designed as Graphic
135
4.5
The Suggested Flow of Learning Activities in GOOD
Learning System
139
4.6
The Main Page of GOOD Learning System
140
4.7
The Introduction to GOOD Learning System
140
4.8
Home Page of Student Log In
141
4.9
Mr. TQ
141
4.10
Uploading Learning Objects of Students
142
4.11
Subject and Subtopic Selection in Learning Tasks
143
xix
4.12
GLOO Design in GOOD Learning system
144
4.13
Search Engine and Learning Objects in Library
145
4.14
Lesson Mapping in Learning Object Organizer
146
4.15
Course Map
149
4.16
Try It Out
150
4.17
Apply It
151
4.18
“How Am I Doing” Checklist
152
4.19
Chart of How Am I Doing Checklist
152
4.20
Reflection Worksheet
153
4.21
Forum
154
4.22
The Messages from the Instructor
155
4.23
Mr. TQ, the Information Agent in GOOD Learning System
156
4.24
Mr. TQ Helps Students to Reflect Their Learning Tasks
156
4.25
Upload Subject and Subtopics
157
4.26
Message to the Student
158
4.27
Thinking Task Generator
159
5.1
Chart of the Mean Score in the Taxonomy of Thinking for
Each Question
164
5.2
Percentage of the Total Score for the Taxonomy of Thinking
of All Questions
165
5.3
Mean Scores of Cognitive Operations for Pre-Test and PostTest
169
5.4
The Engagement of HOTS from Each Chapter for Student
P12
172
5.5
The Engagement of HOTS from Each Chapter for Student
173
xx
P29
5.6
The Engagement of HOTS from Each Chapter for Student P2
173
5.7
The Engagement of HOTS from Each Chapter for Student P9
174
5.8
The Engagement of HOTS from Each Chapter for Student
P21
174
5.9
The Engagement of HOTS from Each Chapter for Student
P24
175
5.10
The Engagement of HOTS from Each Chapter for Student
P27
175
5.11
The Engagement of HOTS from Each Chapter for Student
P18
176
5.12
The Engagement of HOTS from Each Chapter for Student
P19
176
5.13
The Engagement of HOTS from Each Chapter for Student
P30
177
xxi
LIST OF ABBREVIATION
HOTS
-
Higher Order Thinking Skills
LOTS
-
Lower Order Thinking Skills
CS
-
Computer System
ICT
-
Information Communication Technology
MOE
-
Ministry of Education
GLOOTT
-
Generative Learning Organizer and Thinking Task
GLOO
-
Generative Learning Organizer
TT
-
Thinking Tasks
LOO
-
Learning Object Organizer
LOR
-
Learning Object Repository
LOs
-
Learning Objects
LMS
-
Learning Management System
LORI
-
Learning Object Review Instrument
WEF
-
Web-based Learning System Evaluation Form
ISDMELO
-
ADDIE
-
Instructional System Design Methodology based on eLearning Object
Analysis, Design, Development, Implementation, Evaluation
DFD
-
Data Flow Diagram
ID
-
Instructional Design
ISD
-
Instructional Systems Development
IMS
-
Instructional Management System
MOODLE
-
Modular Object-Oriented Dynamic Learning Environment
SCORM
-
Sharable Content Object Reference Model
GOOD
-
Generative Object-Oriented Design
xxii
LIST OF APPENDICES
APPENDIX
TITLE
PAGE
A
Rubric of Higher Order Thinking Skills Evaluation
255
B
“How Am I Doing” Checklist
257
C
System Data Flow (DFD) diagram
258
D1
Web-Based Learning Evaluation Form :
Expert/Lecturer
266
D2
Web-Based Learning Evaluation Form: Student
272
E
Pre-Test And Post-Test Questions
275
F
Interview
278
G
Research Instrument Validation (GOOD Learning
System Evaluation Form)
279
H
Research Instrument Validation (GOOD Learning
System Evaluation Form for Students)
281
I
Research Instrument Validation (Pre-Test and PostTest)
283
J
Research Instrument Validation (Pre-Test and PostTest)
284
K
Research Instrument Validation (Rubric of HOTS)
285
L
Research Instrument Validation (“How am I Doing”
Checklist)
286
M
Expert Validation: Content of Learning Object
287
xxiii
N
Expert Validation: Design of the Web-based Learning
System
288
O
List of Papers Publication
289
P
Content of Computer Hardware
290
Q
Score of LOTS And HOTS For Pretest And Posttest
292
R
Analysis of The Distribution of Students’ Scores In
Pretest and Posttest
294