Systematic Literature Review on the Elements of Metacognition-Based Higher Order Thinking Skills (HOTS) Teaching and Learning Modules

Hainora Hamzah,Mohd Isa Hamzah,Hafizhah Zulkifli

doi:10.3390/su14020813

Hainora Hamzah, Mohd Isa Hamzah + Show 1 more

Open Access

https://doi.org/10.3390/su14020813

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Journal: Sustainability	Publication Date: Jan 12, 2022
Citations: 23	License type: CC BY 4.0

Affiliation: National University of Malaysia

Abstract

Contemporary educational approaches which enculturate higher order thinking skills (HOTSs) through teaching and learning have become the latest trend in teaching. Knowledge clarity, understanding mastery, and teaching readiness are the catalysts for successfully implementing HOTS elements in teaching. However, even though HOTS learning is inextricably linked to metacognitive skills, teachers frequently underutilize metacognitive skills as an effective method of teaching HOTSs. Therefore, teachers face difficulties regarding their skills in integrating HOTSs into their teaching. Numerous studies on HOTS teaching and learning modules to guide teachers in applying these have been conducted; however, only a few researchers have conducted systematic literature reviews on the same subject. This article aims to produce a systematic literature review on the elements of a metacognition-based HOTSs teaching and learning module. The systematic literature review (SLR) writing process was conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) framework. Using 2 databases, namely, Web of Sciences (WoS) and Scopus, 15 articles were extracted out of 252, from 2017 to 2021, with exclusion and inclusion criteria taken into consideration. Based on the study’s thematic analysis, 3 main themes were identified: (1) HOTS, (2) metacognitive, and (3) inquiry. This study suggests that these three elements should be included in the contribution element of metacognition-based HOTSs teaching modules in school. This study contributes knowledge and guidelines to the construction of metacognition-based HOTSs teaching modules in schools, teachers’ preparedness to plan, monitor, and evaluate students’ higher order thinking skills, and opportunities for students to learn through HOTSs learning elements, as suggested in metacognition-based HOTS teaching modules.

Highlights

Higher order thinking skills (HOTSs) are globally emphasized aptitudes that have become a core focus of instruction in a growing number of classrooms
Since the focus of this systematic literature review (SLR) was to review the findings from previous research on metacognition-based higher order thinking skills teaching and learning modules, the data extraction process concentrated on three the main parts of each article, namely the abstract, the results, and the discussion
This study aimed to develop and study the effectiveness of a higher order thinking skills (HOTSs)-based module on respiratory system materials with teaching materials in schools based on student learning outcomes

Summary

Introduction

Higher order thinking skills (HOTSs) are globally emphasized aptitudes that have become a core focus of instruction in a growing number of classrooms. HOTS is a foundation skill that teachers must master to foster students’ thinking and improve classroom learning through its application in teaching and learning. [1] defines HOTSs as the ability to apply knowledge, skills, and values through reasoning and reflection to solve problems, make decisions, innovate, and successfully create something. In some studies, HOTSs are referred to as the level of thinking required to shape the 21st century generation that has the potential to compete globally, with the intelligence, creativity, and innovation that are necessary [2]. Thinking skills are known as mental activities consisting of the active involvement of the thinker to solve a problem [3]

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