Reflective Question in Explorative Learning: Model HOTL-DI – A and B

Abstract

This article describes a summary of the results of explorative learning research using the model: Higher Order Thinking Learnig in Democratic Interactions (HOTL-DI) type A and type B. Two explorative learning research groups use the model of HOTL-DI type A, and two other collaborative studies using the HOTL -DI type B. The four collaborative research groups apply reflective questions, which are a set of questions that are formulated based on exploratory results, and are given to students to reflect on previous work and make revisions. The research involved first semester physics students as the target group, third semester students as the target and as a mentor, and fifth semester students as a mentor. The results showed that at the beginning, students experience difficulties at each stage of exploration, but could be improved at the next meeting. The results of individual and group student work assessments show a high variety of answers and misconceptions. The serious challenges of the exploration process are identified at the stage of identifying concepts and the scientific process, due to partial mastery of scientific concepts and no experience in linking context with concepts. Prior knowledge and use of terms obtained from the surrounding environment, affect the completeness and quality of the report on exploration activities, even giving rise to misconceptions. The application of reflective questions can encourage student initiatives to make corrections or reinforcement of the results of reflection, improve misconceptions, encourage group interaction, encourage initiatives to obtain learning resources. The results of the study concluded that the application of reflective questions became a necessity in each stage of exploration.