Higher Order Thinking Skills Research Articles

The Implementation of Higher Order Thinking Skill (HOTS) oriented Learning through Project Based Learning Model (PjBL) in Elementary Schools

The Implementation of Higher Order Thinking Skill (HOTS) oriented Learning through Project Based Learning Model (PjBL) in Elementary Schools

Adversity quotient of Indonesian prospective mathematics teachers in solving geometry higher-order thinking skills problems

Comprehending and formulating strategies for geometry problems that require higher-order thinking skills (HOTS) is crucial in enhancing mathematics education. This study implements a qualitative case study approach to comprehend how prospective mathematics teachers with varying Adversity Quotients (AQ) solve geometry Higher-Order Thinking Skill (HOTS) problems. We selected 3 participants from 167 Indonesian prospective mathematics teachers to solve the three- and two-dimensional HOTS problems and were invited to an interview session. The three participants represent three types of participants: a climber student (high AQ), a camper student (medium AQ), and a quitter student (low AQ). Our findings show that each student had different responses to deal with the obstacles they faced while solving the problem. The climber student is more adept at solving problems than the camper and quitter students. In addition to identifying specific implications, this study offers a comprehensive understanding of AQ's significant role in solving mathematical problems. This knowledge serves as a concrete foundation for guiding the future advancement of curricula, assessment methods, and instructional approaches in mathematics education, particularly in the field of geometry. This research contributes to enhancing educational practices and policies on a broader scale.

Development E-Assessment Literacy Oriented Higher Order Thinking Skills (HOTS) on Thematic Learning to Measure Critical Thinking Skills of Primary School Students

This research aims to develop E-Assessment Literacy Oriented Higher Order Thinking Skills (HOTS) which is expected to be able to measure students’ critical thinking skills. This research uses research methods according to ADDIE with five stages, namely Analisys, Design, Development, Implementation, Evaluation. The sampling technique used in this research is saturated sampling, the population of this study was class V students at SDN Berundung. The sample in this research was class V A students at SDN Berundung. The research results include the feasibility, practicality and effectiveness of the product. Product feasibility seen from the product validation results is classified as very valid, the language aspect shows an average of 0.800. The media aspect shows an average of 0.875. The test instrument was also validated by the validator as the research product showed an average of 0.650. The practicality of the product can be seen from the average percentage of educators’ responses of 90% with very practical interpretations, while student responses were 90% with very practical interpretations. The effectiveness of the product can be seen based on trial data carried out in class V of SDN Berundung. The research results prove that class V A is at stage post-test has the highest value of 90 and the lowest value of 80 with an average value of 84.58, and a standard deviation of 2.93. This shows that there is a significant influence on measuring critical thinking skills using E-Assessment literacy oriented HOTS.

Design of RBL-STEM learning model through analysis of chitosan making from crab shell waste in improving students' metacognition

Metacognition skills are needed in the face of technological disruption and the current industrial revolution 4.0 era. Metacognition is the ability to control cognitive processes in one's learning and thinking activities so that they become more effective and efficient. Metacognition is generally related to the dimensions of a person's thinking which can be divided into two parts, namely the awareness he has about his thinking (self awareness of cognition) and the ability to use his awareness to regulate his thinking process (self-regulation of cognition). Metacognition can be achieved by fostering high-order thinking skills (HOTS). Therefore, a researchbased learning (RBL) with STEM (Science, Technology, Engineering and Mathematics) approach is needed. This study aims to develop a learning design with the RBL model with a STEM approach through the analysis of making chitosan from crab shell waste in improving students' metacognition. The research method used is a narrative qualitative method, which develops the syntax of the RBL learning model with the STEM approach. The main result of the research is a learning activity framework in the form of a description containing learning activities that will be carried out in the classroom.

Designing area of circle learning trajectory based on “what-if” questions to support students’ higher-order thinking skills

The study material on circle areas is contextually oriented and aids students in comprehending their surrounding environment. Higher-order thinking skills are imperative for the success of circular learning, as they help students grasp concepts holistically and solve concept problems. "What-if" questions can enhance students' higher-order thinking skills through problem-solving activities, fostering critical and creative thinking. However, applying "what-if" questions is limited to serving as problem-posing triggers, resulting in minimal variation in the material. Therefore, this study aims to design a learning trajectory for the area of circles based on "what-if" questions to enhance students' higher-order thinking skills. This research also addresses the gap by utilizing "what-if" questions to construct and evaluate circle area learning activities. We employed design research as the research method, conducted in three stages: preliminary design, experimental design, and retrospective analysis. The results demonstrated that the designed learning trajectory enhanced higher-order thinking skills in various aspects. Students exhibited critical thinking and profound analysis when working on worksheets and addressing the provided problems. Moreover, students showcased creative and divergent thinking abilities, enabling them to generate alternative problem solutions. Furthermore, optimizing technology usage and emphasizing reasoning in learning should be augmented to enhance student motivation and foster innovative learning.

“Scie-losophy” a teaching and learning framework for the reconciliation of the P4C and the scientific method

Today's students face new challenges that demand high levels of intelligence and meta-thinking skills. Science-based educational pedagogies like STEM, 5E's, and discovery-based education have earned a strong reputation for nurturing children's reasoning and critical thinking skills. However, there's a need for them to be more open and conceptual in order to better prepare students for modern life's challenges. The realms of philosophical and scientific-based educational models currently dominate the educational arena. In retrospect, both models have inherent values that would benefit learners. It is beneficial to examine both methods to develop a teaching framework that fosters higher-order thinking, metacognition, and problem-solving skills. The objective of this paper is to delve into the essenceof the philosophy for children (P4C) method in comparison with the scientific method and their impact onstudents' learning. Using the six reasoning strands, I will systematically compare the two models for strengths and similarities. Throughout this comparison, I aim to maintain objectivity by by drawing on references and practical experience, avoiding any undue bias in favor of one model over the other. Subsequently, by applyingTrompenaars Hampden-Turner™ dilemmas reconciliation model, I will propose the Scie-losophy model, which represents reconciliation between the two methods for the benefit of the learner and the greater good of society.•Currently, philosophical, and scientific-based education models dominate the educational arena. Both models have inherent values that would benefit learners.•Adopting one approach above the other will yield less than optimal results. I strongly discourage following a saturated educational system in which one of the two methods is used exclusively.•I propose a model that represents reconciliation between the two methods for the benefit of the learner and the interest of society.

Studi Analisis: Teori Pemrosesan Informasi dalam Pembelajaran PAI Berbasis HOTS

This research aims to examine the theory of information processing in Islamic Religious Education learning with a Higher Order Thinking Skills (HOTS) approach, focusing on improving students' critical thinking abilities. The research method used is a qualitative approach through literature review, with data sources such as books, journals, theses, and documents related to the theory of information processing in PAI learning based on HOTS. Data collection techniques involve observation and documentation. The results of this study showed that the theory of information processing in PAI learning based on HOTS have three main principles, namely the utilization of students' prior knowledge, goal-oriented instructional design, and feedback provision. In addition, there were several stages in the theory of information processing, namely stimulus identification as perception, response selection as decision-making, and response programming as action. The implementation of the theory of information processing in PAI learning based on HOTS can be done by presenting challenging statements to students to express arguments and engage in critical thinking. The application of the HOTS approaches also benefits students in developing logical and creative thinking skills, enabling them to become intelligent and skilled individuals.

Computational thinking scale: the predictive role of metacognition in the context of higher order thinking skills

This study aims to determine the predictive role of cognition in computational thinking. In this context, the research has two problem situations. The first one is the development of a computational thinking scale for prospective teachers. The second is to determine the predictive role of metacognition in computational thinking with this scale. In Study-1, the computational thinking scale was developed with (N= 365) participants. In Study-2 (N=306), the role of metacognition in computational thinking was explained with structural equation modeling. These findings show that, the computational thinking scale consisting of 28 items in Study-1 explained 48% of the total variance with a single factor structure and the internal consistency coefficient was found to be .985. In Study-2, the role of metacognition in computational thinking was tested with structural equation modeling. Accordingly, the planning, debugging and procedural knowledge sub-dimensions of metacognition explained 47% of the variance of computational thinking.

The Ability of PPKn Teachers In Implementing Higher Order Thinking Skills (HOTS) Based Learning At The 2 Gunungsitoli State High School

This research aims to find out how the ability of teachers in applying learning based on Higher Order Thinking Skills (Hots), the obstacles encountered by teachers and to know the efforts made by the teacher in overcoming obstacles in Applying Learning based on Hots in the State High School 2 Gunungsitoli. This research uses a descriptive approach with qualitative methods. The purpose of the use of a description approach is to find meaning that begins from the facts by performing observations recording all facts holistically scientifically with the observed problem. The research instrument used in this study was the researcher himself using his cell phones as a tool to record all the conversations, the results of images as real evidence, and a notebook that serves to record conversations with data sources or informants. The data collection techniques used are interviews, observations, and documentation. The results of the research and discussion concluded that: First, Teacher's Ability to Apply Higher Order Thinking Skills (Hots) in Higher High Schools (State Secondary Schools) is Ability in Preparing Learning Plans, Hots-driven Learning Design Ability, Asking Questions that Drive High Level Thinking, Supporting Students in Hots Thinking Processes, and Evaluating Hots Skills. Second, The obstacles faced by Teacher PPKn in Applying Higher Orders Thinking skills (HOTS) in high schools are The deep understanding of the concept of Hots learning material is still limited, The curriculum and evaluation are not supported, The time is limited because Hots Learning often requires longer time because it involves more in-depth thinking and complex, the availability of insufficient resources such as reading, learning materials, media or technology. Thirdly, the efforts made by Master PPKn in Applying Learning Based on Higher Order Thinking Skills (Hots) overcome the obstacles of providing training and development to teachers on Hots learning concepts and strategies, further providing learning resources and learning materials that support the application of Hots as well as monitoring and evaluation of implementation of learning Hots.

Penerapan Pembelajaran Pendidikan Agama Islam Berbasis Higher Order Thinking Skill (HOTS) di SMA Negeri Jogoroto

The formation of student character can be achieved through the application of Higher Order Thinking Skills (HOTS) learning. HOTS is the ability to think at a higher level to describe, conclude, and analyze in solving an unpredictable problem. This study aims to: 1) Know the implementation of HOTS in PAI for class XI students of SMA Negeri Jogoroto. 2) Knowing the obstacles in applying HOTS to PAI for class XI students of SMA Negeri Jogoroto. 3) Knowing the HOTS evaluation on PAI material for class XI students of Jogoroto State Senior High School. The method used in this research is descriptive qualitative research. The collection methods are observation, interviews, and documentation. The types and sources of data used are primary and secondary data by analyzing data validity techniques. The results of this study indicate the application of HOTS to PAI material which is carried out from the planning and implementation, the constraints, and the evaluation that is applied. As for the implementation of learning in fostering students' high-level thinking skills.

A phenomenological study of challenges that prospective mathematics teachers face in developing mathematical problems that require higher-order thinking skills

Assessment in mathematics education in the 21st century should be more directed at higher-order thinking skills (HOTS). Not only teachers but also prospective mathematics teachers should be supported to design and carry out HOTS assessments. This qualitative study applying a phenomenology approach was mainly conducted to investigate the challenges that prospective mathematics teachers face in developing HOTS questions, including their strategies for dealing with these challenges. Our informants were 20 students of master’s program in mathematics education. They were enrolled in the assessment of mathematics learning course, which was designed with a project-based learning model. Considering the learning model used, the purpose of this study then was extended to explore the benefits of implementing a project-based learning model in supporting student competence in developing HOTS questions. Data collection was carried out by (1) administering open-ended questionnaires; (2) observing the end product in the form of mathematics learning achievement tests and test blueprints; and (3) involving two experts who worked independently to judge the questions posed by students based on levels in the cognitive process dimension in the revised Bloom’s taxonomy. Data collected from the open-ended questionnaire were analyzed qualitatively, while data from observation and judgment by experts on the end product yielded by students were analyzed descriptively. Our study supports previous studies, which demonstrate that the application of a project-based learning model that involves students to develop HOTS questions deepens students’ knowledge of assessment. In developing HOTS questions, students struggled more in matching action verbs, item indicators, and test items to the level of cognitive process they defined, as well as constructing multiple-choice HOTS questions. The strategies that students took in dealing with challenges that arose in developing HOTS questions indicate that students regulate their learning.

Trends and research outcomes of technology-based interventions for complex thinking development in higher education: A review of scientific publications

Complex thinking is a desired competency in 21st-century university students, so technology-based teaching and learning strategies must be carefully considered when training them in complex reasoning skills. This systematic review aims to map research on the use of teaching and learning strategies supported by technology to enhance complex thinking skills in university students. This review reports results according to PRISMA (preferred reporting items for systematic reviews and meta-analyses) guidelines. The search strategy was performed in June 2022 in Scopus and Web of Science databases. Of 151 records initially identified between 2018 and 2022, 32 papers were included in the final synthesis per the inclusion and exclusion criteria. The results of this review indicate that (1) tech-based strategies for complex thinking development are based on active learning approaches including problem-based learning, case-based learning, collaboration-driven and discussion-based learning, project-based learning, assessment- and feedback-oriented activities, and mind mapping techniques; (2) most of the documented strategies were implemented in hybrid contexts; (3) traditional instructional materials commonly used for promoting higher order thinking skills such as reading assignments, videos, and eliciting/reflexive questions are still effective in fostering complex thinking when delivered through technology; and (4) custom-built technological development for complex thinking development software that incorporates emerging technologies is scarce at present. Further research is needed to document the interventions that train students interactively in complex thinking skills using Education 4.0 technologies.

Improving Critical Thinking Skills Through Higher Order Thinking Skills (HOTS)-Based Science

Improving Critical Thinking Skills Through Higher Order Thinking Skills (HOTS)-Based Science

Exploring technology acceptance: Teachers' perspectives on robotics in teaching and learning in the UAE

It is becoming increasingly vital for the next generation of students to acquire problem-solving, critical thinking, and collaborative skills for them to be successful in the 21<sup>st</sup> century. The use of technology greatly bolsters the integration of these skills. Robotics, one of the many emerging arrays of technologies, presents learners with challenges and opportunities for developing innovative ideas, critical thinking, and higher-order thinking skills. As a result, the Ministry of Education in Dubai realized these potentials and took an essential step in the form of the distribution of Lego Mindstorms Education kits to schools with the goal of encouraging teachers to use these kits in their classrooms. This research study aimed to investigate teachers’ perceptions of a training on Lego Mindstorms in terms of content, methodology, activities, and recommendations. In addition, the study investigated how teachers perceived Lego Mindstorms based on TAM model. A total of 59 high school (cycle 2) teachers participated in the current study. The data from the teachers were collected using both quantitative and qualitative approaches. Data analysis consists of descriptive statistics and thematic analysis. Teachers showed positive perceptions of robotics integration, emphasizing its potential to enhance teaching and learning. Their willingness to learn and adapt, combined with their recommendations for enhanced training methods, highlights the importance of continuous professional development for effective robotics integration. Teachers expressed the need for more practical training, hands-on activities, and a balance between theoretical and practical aspects. A positive correlation between perceived learning usefulness, perceived teaching usefulness, perceived ease of use, attitudes, and teachers’ intention to use Lego Mindstorms in their future teaching was found.

THE IMPACT OF INQUIRY-BASED ONLINE LEARNING WITH VIRTUAL LABORATORIES ON STUDENTS’ SCIENTIFIC ARGUMENTATION SKILLS

Scientific argumentation is a higher-order thinking skill that is a major focus in education in the 21st century. This is a skill that plays an important role in knowledge construction which in reality is rarely implemented in science learning. The facts show that most students have low scientific argumentation skills and still need to be improved. In improving scientific argumentation skills, the learning design used must give students more opportunities to build and criticize arguments, make claims, and use evidence in the process of reasoning based on inquiry activities. Based on the results of previous research, it is known that inquiry-based learning has extraordinary potential in developing students’ scientific argumentation skills. Interestingly, no research has been found that reveals the effect of inquiry-based online learning on students’ scientific argumentation skills. Therefore, this study aims to determine the impact of inquiry-based online learning with a virtual laboratory on students’ scientific argumentation skills. This study uses a onegroup pretest-posttest design with n-gain analysis. The results of this study indicate that the application of inquiry-based online learning with a virtual laboratory can improve students’ scientific argumentation skills. Uniquely, this only significantly impacts the claim, evidence, and reasoning components, but not the counterclaim and rebuttal components.

Understanding Students’ Perceptions of Identity in Digital Connectivism Learning Environments

Connectivist learning theory has been widely discussed with higher-order thinking skills and critical reflection in online learning environments. Yet it is unclear how students negotiate their own identity within an academic collective learning context. To gain insights into the interrelations of learner identity, i.e. construction of learner position in one's own learning community, this study examines the manner in which the identity of a writer is negotiated intra-community of writer (how do they represent themselves while learning from others in writing tasks). A qualitative case study, involving interviews and observations in Oman higher education, was conducted with 56 Omani college students after engaging in online and face-to-face research course. Analysis of results of this study indicates a degree of success in terms of students navigating their digital, individual and group academic learner identities. However, some tensions are seen in terms of balance of participation in group work and difficulties of harnessing the benefits in mixed-ability groups of writers. More research which builds on the successes and looks for ways to address the challenges from a range of perspectives is recommended.

Role of Teaching Strategies in Promoting Students’ Higher Order Thinking Skills and Critical Thinking Dispositions

One of the causes of students' low higher level thinking abilities is the use of teaching strategies. This research aims to investigate the role of higher order thinking skills teaching strategies to improve students' critical thinking skills in science learning. The research design used was quasi-experimental by dividing students into three groups, namely the experimental class which received teaching strategy intervention that encouraged higher level thinking skills, while the other two groups were students majoring in science and non-science who received traditional teaching intervention. The participants involved were 300 vocational school students. The instruments used in this research are critical thinking skills assessment instruments, dispositions observation sheet of teaching strategies used by the teacher, and question sheets that reveal the teacher's perspective on higher order thinking skills. Quantitative analysis was applied to the data and included descriptive statistics and ANOVA tests and was strengthened by qualitative data analysis using analysis of interview results. Research findings show that students in the experimental group showed significant improvements in all components of critical thinking and dispositional aspects. The increase in critical thinking skills appears significant in all aspects, namely evaluative, identification and inference. Improvements in the disposition aspect can be seen in the ability to seek the truth, the ability to open one's mind, self-confidence, and maturity in facing problems. In addition, teaching designed to improve high-level thinking skills has intensity in several activities such as always presenting problems in context, open discussions, encouraging students to experiment, being inquiry-oriented, and providing many opportunities to develop critical thinking skills. This research means that students' critical thinking abilities can be improved by designing teaching that integrates several methods that encourage them to think critically. Researchers recommend the need for teacher professional development programs, especially in the use of teaching strategies that encourage higher order thinking skills in the teaching process.

Implementation of Higher-Order Thinking Skills in Elementary School Using Learning Model, Media, and Assessment

The present learning process should be directed at higher-order thinking skills (HOTS). However, there are still many teachers in elementary schools who have not implemented hots learning as a whole, both in terms of learning models, media, and assessments, because there are no guidelines or modules related to the implementation of HOTS, especially at the elementary school level. This condition certainly requires an adaptation process that is not easy and also includes synthesizing, analyzing, reasoning, comprehending, applying, and evaluating. Therefore, this study aims to determine the implementation of HOTS in elementary schools, using learning models, media, and assessment. In this experiment, a narrative review was used with a database search and thematic analysis. The criteria used also emphasized the articles from various sources, such as national and international scientific journals, related topics, the last 5 years of publication within 2018-2022, and full-text pdf versions in ERIC and Mendeley. From this process, a total of 11 articles were subsequently analyzed. Based on the results, the following was obtained, (1) several learning models stimulated, trained, developed, and improved HOTS in elementary school students, using project and problem-based learning, STEM (Science, Technology, Engineering, and Mathematics), inquiry, problem determination and solution, concept construction and analysis, as well as RADEC (Read, Answer, Discuss, Explain, and Create). (2) Learning media capable of developing HOTS include question-based fun thinkers, Android-based word search educational games, and a related crossword puzzle. (3) HOTS assessments were carried out using the Two-Level Multiple Choices Test (TTMCT) instrument. This led to the establishment of the criteria for students’ product evaluations, using formative and summative assessments, self, peer, and teacher-evaluation incorporation, as well as HOTS question development. From these results, teachers need to use various learning models, media, and assessments. Teacher should also initiate the aspects of higher-order thinking skills, including learning analysis, evaluation, and development.

Analysis of difficulties in solving high-level thinking ability questions for middle school students

This study aims to determine students' higher order thinking skills (HOTS) and to analyze the difficulties experienced by students in solving HOTS questions at SMP Negeri 10 Lhokseumawe. The study used was descriptive qualitative research which was carried out by class VIII students of SMP Negeri 10 Lhokseumawe. The collection of data used is a test in the form of descriptions with material forms and algebraic operations and interviews. The data analysis technique used follows the Miles and Huberman model with data reduction, data presentation and drawing conclusions. The results showed that the students' high-level thinking skills were still in the low category. This can be seen from the success of each aspect of students' higher order thinking skills, namely the ability to analyze by 70.83%, the ability to evaluate by 12.50% and the ability to create or be creative by 33.33%. The results of the interviews found that students were not familiar with questions in the form of application of concepts or problem-solving, and there were still many students who did not have reinforcement of material concept abilities.

PENGEMBANGAN MODEL PROJECT BASET LEARNING UNTUK MENSTIMULASI KEMAMPUAN BERPIKIR TINGKAT (HOTS) ANAK USIA DINI USIA 5-6 TAHUN

Problems with the learning model used in schools, where the learning model used is the conventional learning model which is still teacher center in nature and in learning it still uses children's worksheets (LKA) without concrete objects so learning is not yet high level thinking skills (HOTS) early childhood aged 5-6 years. The type of research used is Research and Development which adapts the Borg & Gall model with 10 steps which are simplified into 5 steps, namely conducting preliminary research, developing initial products, conducting product validations, conducting trials, products. The limited trial subjects involved group B teachers at Pembina State Kindergarten 2, Jambi City, namely 4 teachers and Independent Kindergarten, Jambi City, namely 1 teacher. Research and development data were obtained from several sources, namely: material expert validation questionnaire, media expert validation questionnaire. Product feasibility is obtained from the results of limited field trials. The results of research conducted by material experts at the final stage obtained a percentage of 100% with the category very feasible to try out. The results of the assessment were obtained from media experts at the final stage obtaining a percentage of 96.15%. The level of validity of the project based learning model to stimulate higher order thinking skills (HOTS) for early childhood aged 5-6 years from teacher respondents as product users scored a percentage of 87.5% in the very decent category. The conclusion of this research is that the Project Based Learning Model to Stimulate Higher Order Thinking Ability (HOTS) for Early Childhood Children Aged 5-6 Years is very feasible and can be tested.