Higher Order Thinking Skills Of Students Research Articles

Construct an instructional approach based on collaborative learning and reflective learning for enhance students’ analytical thinking and critical thinking skills

In the context of rapid globalization and digitalization, the development of students' critical and analytical thinking skills is increasingly prioritized in education. This study aims to address the gap in instructional models by designing an eight-step instructional model that integrates collaborative and reflective learning strategies to enhance these essential skills. Drawing on social constructivist theories and Dewey's reflective thinking framework, the research develops a comprehensive model that includes phases such as goal setting, team formation, exploration, collaborative practice, reflection, integration, and feedback. The findings suggest that this model significantly improves students' analytical and critical thinking abilities by promoting structured collaboration and intentional reflection. Through diverse group interactions and continuous self-assessment, students achieve a deeper understanding and critical analysis. The model's iterative feedback mechanisms also contribute to sustained improvements in student learning outcomes. This study introduces an original instructional model that theoretically supports the enhancement of analytical and critical thinking skills through a systematic integration of collaborative and reflective learning, offering practical implications for educators seeking to foster these higher-order thinking skills in students.

Influence of artificial intelligence tools on higher order thinking skills: a meta-analysis

ABSTRACT The use of artificial intelligence (AI) has received scholarly attention and is becoming a common trend in the field of education, while the cultivation of higher order thinking (HOT) skills still remains as one of the crucial educational objectives. Recent years have seen substantial amount of research exploring the influence of Artificial Intelligence in Education (AIEd) use on each HOT skills of students, which necessitated a systematic review to amalgamate the findings quantitatively. This meta-analysis study set out to explore the effect of AIEd on students’ separate HOT skills and identify the effect of potential moderator variables. The analysis included 29 articles with a total of 2.966 participants between the years of 2000 and 2023. This research confirmed the use of AIEd had a medium positive effect on skills classified as HOT skills. The findings suggested that instructional settings which incorporated AI technologies enhanced students’ HOT skills 9.3% higher. This review also found that the variables of country, year of publication and AI tool/agent moderated the magnitude of effect sizes significantly. The findings offer extensive examination of AI technologies in educational settings and contribute to understanding of how and to what extent they influence students’ HOT skills.

Correlation of learning motivation and emotional intelligence with student higher order thinking skills level on biology material

The ability to think at a high level is essential for students to master because this ability encourages students' motivation to look at every problem critically. Learning motivation and emotional intelligence are several factors that determine how students have the desire or drive to achieve their goals. This study is ex post facto research to examine the relationship between learning motivation and emotional intelligence with higher-order thinking skills. The population in this study were all students of grade XI IPA at public senior high schools in the Majene district of the 2023/2024 academic year. The research samples 268 students by employing a simple random sampling technique with representatives of one school for each sub-district in Majene Regency. The research instruments were a questionnaire on learning motivation and emotional intelligence and a test of higher-order thinking skills on Biology learning material. The data obtained in this research was analyzed using descriptive and inferential statistics (multiple and simple regression analysis) with the help of the SPSS program. Based on the hypothesis testing, the research results reveal that learning motivation and emotional intelligence have a very strong and significant relationship to higher-order thinking skills. Further research is needed to achieve broader goals, increase learning motivation and increase students' positive character values.Abstrak. Kemampuan berpikir tingkat tinggi sangat penting untuk di kuasai oleh peserta didik, karena kemampuan tersebut mendorong motivasi peserta didik untuk memandang setiap permasalahan dengan kritis. Motivasi belajar dan kecerdasan emosional merupakan beberapa faktor yang menjadi penentu bagaimana peserta didik memiliki keinginan atau dorongan dalam menggapai cita-citanya. Penelitian ini adalah penelitian ex post facto yang bertujuan untuk mengetahui hubungan antara motivasi belajar dan kecerdasan emosional dengan keterampilan berpikir tingkat tinggi. Populasi dalam penelitian ini adalah seluruh peserta didik kelas XI IPA SMA Negeri di Kabupaten Majene tahun ajaran 2023/2024. Sampel dalam penelitian ini diambil sebanyak 268 dengan menggunakan teknik simple random sampling dengan perwakilan satu sekolah untuk masing-masing kecamatan yang ada di Kabupaten Majene. Instrumen penelitian ini adalah angket motivasi belajar dan kecerdasan emosional dan tes keterampilan berpikir tingkat tinggi pada materi biologi. Data yang diperoleh dalam penelitian ini di analisis menggunakan statistik deskriptif, dan inferensial (analisis regresi ganda dan sederhana) dengan bantuan program SPSS. Berdasarkan pengujian hipotesis, hasil penelitian menunjukkan bahwa motivasi belajar dan kecerdasan emosional memiliki hubungan yang sangat kuat dan signifikan terhadap keterampilan berpikir tingkat tinggi. Penelitian lebih lanjut diperlukan untuk mencapai tujuan yang lebih luas meningkatkan motivasi belajar dan meningkatkan nilai karakter positif siswa.

Improving student higher order thinking skills using SynecticHOTS-oriented learning model

The achievement of students’ learning outcomes in physics lessons has a low tendency, this is due to various factors, one of which is higher-order thinking skills (HOTS) based learning that has not been fully implemented in the learning process and assessment. This study aimed to determine the differences in the Synectic-HOTS learning model in physics compared to conventional learning models. This study used a quasi-experimental study with a pre-test–post-test nonequivalent control group design. The instrument used in this study is a two-tier test question that contains 20 items of HOTS aspect. The prerequisite test showed that the data was not homogeneous, while the results of the data homogeneity test were stated to be homogeneous. Therefore, a non-parametric test was carried out using the Mann-Whitney U-test. Based on the results of the data analysis, the Asymp. Sig. (2-tailed) for the pre-test was 0.111 and the post-test was 0.001 (p=.000<05). The effect size calculation shows that the Synectic learning model is effective in the medium category. These results indicate that the application of the SynecticHOTS model significantly improves HOTS when compared to conventional learning models. This work can open up insights to teachers about alternative, creative, and effective learning models to improve higher-order thinking skills and student learning outcomes.

PENINGKATAN HIGHER ORDER THINKING SKILLS (HOTS) MAHASISWA DENGAN MENGGUNAKAN MODEL SELF DIRECTED LEARNING (SDL) PADA MATA KULIAH PENGEMBANGAN PROFESI GURU

Background: This research aims to improve students Higher Order Thinking Skills by using the SelfDirected Learning Models (SDL).Methods: This research uses an exploratory research model. Qualitative data was obtained throughinterviews and questionnaires. Quantitative data was obtained through pretest and posttest data. Theresearch subjects were Biology students at FKIP Pattimura University which offered teacherprofessional development courses. The research instrument used was a test. Quantitative dataanalysis uses descriptive statistics and test scores, while qualitative data analysis uses data collectionprocedures, data reduction, data presentation, and building a conclusion.Results: The results of calculating the implementation of the Self Directed Learning models (SDL) toimprove students higher order thinking skills in teacher professional development courses show anaverage value of 97.36 with a significant value of 0.000 which is smaller than 0.05 (0.000<0.05) sothat the hypothesis can be accepted.Conclusion: The application of the Self Directed Learning models (SDL) is very effective in improvingthe higher order thinking skills of prospective biology teacher students.

Application of Learning Media in Improving Higher Order Thinking Skills in Electronics Teaching Materials

This research aims to create a learning multimedia application that can be used by students in learning. The method used is development research from Jan Van De Akker with formative evaluation from Martin Tessmer. The research stage consists of four stages, namely the preliminary research stage, prototype, summative evaluation, and systematic reflection and documentation. Based on user assessment, the learning multimedia is practical to use with a practicality level of 83% and is included in the good category. The effectiveness of multimedia at the summative evaluation stage is based on the post-test results. The results of the student posttest stated that 9 out of 12 students scored ≥75, meaning that 75% of the participants passed and this multimedia is effective. The results showed that the learning multimedia application can improve the higher-order thinking skills of students.

The Classification of Reading Text Questions in English Class at Tenth Grade of MAS Taman Raya Balingka

The research was triggered by several problems. First, Some sources book are not presenting HOTS model in several part of the book. Second, students have difficulty understanding questions in textbook. Third, The teacher does not provide teaching of Higher Order Thinking Skill (HOTS) while teaching process in order to maximize students higher order thinking skills. This research used quantitative research method. The subject was the questions in the textbook Bahasa Inggris X grade curriculum 2013 revisi 2017 written by Utami Widiati, Zuliati Rahmah, and Furaidah, which published Pusat Kurikulum dan Perbukuan, Balitbang, Kemendikbud. The researcher used items questions as the observation sheet of document for collecting and analyzing the data to find out the result of the research. This research found that the questions in the textbook did not include create of the cognitive process, based on bloom taxonomy revision. After doing analysis of the data, the researcher finds that the higher order thinking level only obtains 15 out of 74 items questions (20,25%). while the lower order thinking level 60 out of 74 items questions (79,20%). Results from this study show that the percentage of questions for each cognitive level is analyzing C4 (9,45%), evaluating C5 (6,75%), and creating C6(4,05%). This proportion does not meet the ideal proportion that supports the achievement of Basic Analysis Competence, the proportion questions that support are 30% for levels C1 and C2, 40% for levels C3 and C4, and 30% for levels C5 and C6.

Higher-order thinking: An analysis of the prescribed versus tested Curricula in private secondary schools in Pakistan

Higher Order Thinking Skills (HOTS) are incorporated in books to enhance students’ critical thinking. It is essential to know the level of HOTS offered in the prescribed curriculum and the extent to which it is covered in exams. This study analyses the higher-order thinking skills (HOTS) introduced in the prescribed curriculum and tested in the exams. The study used a qualitative content analysis approach to analyze each chapter’s Student Learning Outcomes (SLOs) and exercises questions of the grade 8th science book to categorize the question statements in view of Bloom’s taxonomy and nine predetermined categories of Socratic questions. The results indicate that the prescribed curriculum has comparatively more emphasis on developing HOTS than the tested curriculum does. The book analysis showed that SLOs support HOTS incorporation, but exercise questions and Punjab Examination Commission (PEC) exams tend towards Lower Order Thinking Skills (LOTS). Book exercises and exams should be improved and aligned with SLOs to incorporate HOTS in students. Moreover, book and exam criteria need to be revised to enhance higher-order thinking skills in students.

PENGEMBANGAN DIGITAL SMART BOOK UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR TINGKAT TINGGI SISWA SEKOLAH DASAR

This research is motivated by the less than optimal use of digital learning media. This study uses the Research and Development (R&D) method which aims to produce digital smart book textbooks, test the feasibility of digital smart books and determine the improvement of higher order thinking in 5th grade students of SDIT Laa Tahzan through the development of digital smart books. The development of this product is guided by the Sugiyono model which is modified into six steps including problem analysis, data collection, product design, product validation, product revision, to product testing. The digital smart book feasibility test is carried out by material, media and language experts. Validation from the three experts showed the results of "Fair" to "Very Eligible". The results of student responses to digital smart books get a percentage of 96.66% and are included in the "Very Good" category. This is reinforced by obtaining an N-Gain value of 0.506 which is included in the "Medium" criteria. Based on the results of the study, it can be concluded that digital smart books to improve the higher-order thinking skills of elementary school students have been successfully developed, suitable for use in learning, the responses given by students are supported by increasing higher-order thinking skills in students with the use of digital smart books in learning.

Development of Computer Based Test Instrument for Higher Order Thinking Skills (CBT-HOTS) on Chemical Bonding Materials

This study aimed to produce a computer-based test instrument for higher-order thinking skills (CBT-HOTS) on the chemical bonding materials and to determine the higher-order thinking skills of students in Class X MIA at MAN Binjai Academic Year 2021/2022. This research employed the ADDIE model of Research and Development (RD). The test instrument was created in the form of multiple-choice consisting of 30 questions measuring the cognitive domains of analyzing (C4), evaluating (C5), and creating (C6). Based on the findings, the developed instrument was declared feasible for use, considering that it had met the required content validity by expert assessments using the Aiken’s V index in the range of 0.97 to 1.00 and the reliability value of 0.93. The students' higher-order thinking skills on chemical bonding materials were included in the "high" category. It was shown from the percentages of answers to the HOTS questions in each involved domain; analyzing (C4) by 28%, evaluating (C5) by 44%, and creating (C6) by 28%. Additionally, the average score was 74.64, indicating that students' higher-order thinking skills were high.

The Relationship of Self-Efficacy Towards High Level of Thinking Ability of USK Physics Education Student in Basic Physics I Course

The high-order thinking ability of students is currently a problem that is so difficult to improve because it must be extra developed in teaching and learning activities. This can happen because students do not often improve their higher order thinking in everyday life and in the learning process. Most students tend to have difficulty solving problems when the lecturer gives problems with a higher level of difficulty than usual. The cause of this problem needs to be investigated. This study aims to determine the relationship between self-efficacy and higher-order thinking skills of students of the Department of Physics Education, FKIP USK. The approach used is a quantitative approach with a descriptive correlational type of research. The sample of this study was the 2019 USK FKIP Physics Education students which consisted of 71 students. Data collection techniques used are questionnaires and tests. Questionnaire and test data were analyzed by descriptive analysis and Product Moment correlation analysis. The results showed that self-efficacy had a relationship with higher-order thinking skills (Sig. (2-tailed) = 0.001 0.05). It is recommended that future studies use more samples so that the results of the analysis obtained will be more accurate

Effectiveness of ICT Integrated 5e Learning Model on Higher Order Thinking Skills in Biology at Secondary Level

The present study ascertains the effectiveness of ICT integrated 5E learning model on higher order thinking skills in biology over 5E learning model at secondary level. Quantitative design and quasi-experimental method was used in this study. Total 65 students were divided in experimental group (34) and control group (31) by taking two sections of class-IX randomly. The experiment was continued for two months with 5E learning model and ICT integrated 5E learning model strategy with control and experimental group respectively. The self-developed test on higher order thinking skills on biology section of class-IX science textbook of National Council of Educational Research and Training was used as an instrument. The collected data was processed and analysed with the help of jamovi (1.6) open-source software and descriptive and inferential statistics are calculated. The study found that the learners taught through ICT integrated 5E learning model were significantly better in higher order thinking skills in biology than those who were taught through the 5E learning model at 0.01 levels. The ICT integrated 5E learning model is suitable for improving students higher order thinking skills in biology subject. This study has suggested that the ICT integrated 5E learning model can be utilized in teaching learning of biological science for the improvement of students higher order thinking skills.

Pengaruh penerapan model pembelajaran Auditory Intellectually Repetition (AIR) terhadap kemampuan berpikir tingkat tinggi peserta didik

This study aims to obtain information about whether or not there is an influence in the application of the Auditory Intellectually Repetition (AIR) learning model on the higher-order thinking skills of students on the motion system material. This research was conducted in class XI SMA N 1 Tanjung Batu. The method used in this research is Quasi Experimental with the research design of Nonequivalent Control Group Design. In determining the research sample using purposive sampling, namely obtained samples in class XI. IPA 3 which acts as an experimental class with a total of 32 students while acting as a control class is a class XI IPA 4 with a total of 31 students. The method used in data collection is a test of higher order thinking skills and activity observation. Repetition has a significant effect on students' Higher-Level thinking skills in the movement system material for class XI IPA 3 SMA Negeri 1 Tanjung Batu. Keywords: Auditory Intellectually Repetition Model, Higher Order Thinking, Movement System.

The Effect of Blended Project-based Learning Integrated with 21st-Century Skills on Pre-Service Biology Teachers' Higher-order Thinking Skills

Educational institutions are required to prepare competent and competitive pre-service teacher graduates who have skills according to the needs of the 21st century. This study aims to find the effect of blended Project-Based Learning (PjBL) integrated with 21st-century skills on higher-order thinking skills of students as pre-service biology teachers on immunology. This research is an experimental study with a mixed method, in which the qualitative observation data used a questionnaire with self-assessment and peer assessment methods supported by experimental data using the HOTS instrument analyzed quantitatively. The application of blended PjBL integrated with 21st-century skills used a quasi-experimental research method with a quantitative descriptive approach. Pre-service teachers in this study are still studying at educational institutions, especially teacher faculty, and categorized as pre-service teachers. The research sample was students taking the immunology course in the Biology Education Study Program. They were 57 students from IAIN Palangka Raya, 60 students from Universitas Palangka Raya, and 83 students from Universitas Negeri Malang. Student grouping based on the initial ability of HOTS is carried out in all groups from which the student sample is referred to as a cluster. The total sample of 200 people was then grouped into three groups based on their basic abilities, namely low-level class, medium-level class, and high-level class. The study results proved that the blended PjBL integrated with 21st-century skills significantly affected students' high-level thinking skills based on the paired sample test (Sig. 2-tailed 0.0000.05). The mean value in the experimental group (75.53) and the control group (56.35) strengthens the data significance of students' higher-order thinking skills based on the N-Gain value and the independent sample T-test. The findings of this study are that blended PjBL integrated with 21st-century skills can increase HOTS on indicators of evaluating (78.15) and creating (79.21). This blended learning integration can be used as an innovative learning model solution to increase pre-service biology teachers' higher-order thinking skills according to the demands of 21st-century skills.

Junior High School Student’s Literacy of Science Concept: Electricity & Heredity

High Order Thinking Skills (HOTs) is the way of thinking which should have been mastered by students everywhere early for their life skills. This HOTs skill has been internationally assessed since 2000 every three years attended by all OECD members includes Indonesia through Program International for Student Assessment (PISA). Result of PISA of Indonesian students from 2000 until 2018 still have achieved at level 1a of highest level 6 as national average. Considering geographical area located from West to East, it is very important to map students literacy in each area as base-line of creating integrated effort for Junior High School to increase student’s literacy. This descriptive study aims to promote the profile of Junior High School Literacy. About 40 of 9-grade students and two science teachers involved in this study as research subject. Data were obtained through participative observation, test and video typing for classroom activity during two months on the topic of heredity and electricity. Data were analyzed quantitatively and qualitatively as well. Result showed that students literacy still in low category based on national competence assessment. However there is increase of learning outcome proven by pretest (24.46), post test (33.46), and second post test (59.82). Looking into class level in detail based on daily assessment on the topic of electricity and heredity percentage of students literacy can be categorized as scientific comprehension (57%), higher than partial comprehension (19%) and naïve or wrong comprehension (24%). Student scientific comprehension promoted close to PISA literacy competencies includes explaining phenomena scientifically, evaluating and designing scientific enquiry, interpreting data and evidence scientifically. The study imply the important of keep improving daily science classroom activity which promote students higher order thinking skills in order to achieve better scientific literacy.

Content Analysis of Higher Order Thinking Skills (HOTS) in the E-Module of Lecturers at Muhammadiyah University of North Sumatra

The purpose of this study is to analyze the content of HOTS in E-modules that have been developed by lecturers, especially those related to accounting special skills courses. This analysis is based on the criteria for teaching materials containing higher-order thinking skills for students, especially the questions that have been developed in the module. This research uses content analysis method with stages of data reduction, data presentation and conclusion drawing. Data was collected using an assessment rubric according to the cognitive level with HOTS characteristics starting from the level of analysis (C4), Evaluation (C5) and Creation (C6), then presented in graphic form. The source of data in this study is the E-module which has been developed by the lecturer.

Mathematics Instruction to Promote Mathematics Higher-Order Thinking Skills of Students in Indonesia: Moving Forward

HOTS instruction in mathematics is rarely explicitly programmed by the schoolteacher. As a result, students' HOTS is at the lowest level, especially in national or international assessments. The purpose of this research is to determine why mathematics education in Indonesia does not have a significant effect on student HOTS by conducting a review of several Indonesian publications on the subject. This research is a qualitative method of literature review related to the HOTS of Indonesian mathematics students, and an organized interview triangulated to support the data and information from the literature review. The interview consisted of two critical questions administered using Google Form: implementing active learning and mathematics textbooks on mathematics classroom activities. The results concluded that there were two primary sources of error in mathematics learning to increase HOTS in Indonesia: active learning and current mathematics textbooks. Besides, in teaching and learning practices, the active learning model is rarely used when using official texts that do not promote HOTS for mathematics students in Indonesia.

Using Problem-based Tasks to Promote Higher-order Thinking Skills for TESOL MA Students in Vietnam

This paper denotes the findings from an action research project, which applied problem-based learning (PBL) in linguistics courses in an MA TESOL program in Vietnam. The project aimed to study the extent to which the use of problem-based tasks in semantic courses could promote students’ employment of higher-order thinking skills in their learning. It was found that the PBL approach was specifically appropriate in promoting higher-order thinking skills for students with passive learning habits in such Confucian heritage cultures as Vietnam. With well-designed problem-based tasks and adequate tutoring, students learned how to use higher-order thinking skills to facilitate their learning; how to stay more focused on the completion process of problem-based tasks; and how to be motivated to engage in learning activities. In addition, some students were encouraged to follow the same PBL approach in their own teaching practice. Problem-based tasks which took place at a fixed time during class seemed to cause students to lose interest. In addition, a lack of adequate job experience might also have limited the effectiveness and overall success of the problem-based tasks.

Penilaian Higher Order Thinking Skills (HOTS) Menggunakan Quizizz Pada Materi Usaha dan Energi

The aim of this research was to produce a web based instrument test to assess higher order thinking skills that are feasible and to describe the profile of students higher order thinking skills. This research using Research and Development (R&D) model from Borg and Gall with ADDIE (Analysis, Design, Development, Implementation, and Evaluation ). Data collection techniques in this study are the validation method that done by three lecturers from the physic department of State University of Surabaya and test method that done by 29 students of class X MIPA-2 SMA At-Ta’miriyyah using Quizizz. The data that has been collected were analyzed using quantitative decriptive analysis method. The percentage of average theoritical validity in the realms of construction, language, and media is is 97.03% or in the very feasible category. The result of product trials on 29 students analyzed the level of distinguishing power, reliability, and item validity. From the analysis obtained empirical validity as many as 10 questions declared empirically feasible. The appropriate test instrument is then used to describe the profile of students higher order thinking skills abilities. A viable test instrument is then used to describe the student's high-level thinking ability profile. 44.83% of students in very high categories, 13.79% with good categories, 0% with sufficient categories, and 41.38% with less categories. The ability to think high level in the competency of analyzing (C4) is lower at 67.49% compared to the evaluating competency (C5) of 80.46%.

The Effectiveness of Virtual Learning to Enhance Higher Order Thinking Skills in Year 5 Students

In the 21st century, the education process should emphasize on learning to improve Higher-Order Thinking Skills (HOTS), providing rich and authentic experiences for inquiring, challenging, exploring, developing in-depth knowledge and understanding, and producing imaginative and innovative people. Based on preliminary studies performed over the past five years, information on the problems and needs of primary science education were gathered. The issue found is lack of teaching materials that facilitate the development of the higher-order thinking skills in students, which allow students to learn science independently hence improving their knowledge. This paper will look into the effectiveness of virtual learning to enhance HOTS among the students. Virtual learning, in many ways, have beneficial impacts on learners and communities. To improve the standard of learning according to teachers’ qualifications, it is currently essential to create an e-module virtual learning to improve primary school students' higher order thinking skills. This development is based on the view that e-modules are self-contained and self-instructed and can be used in independent learning.