Higher Order Thinking Skills Research Articles

Strengthening Teachers' Ability to Improve Students' High-Order Thinking Skills at Raudlatul Muslimin Kayangan Islamic Boarding School

This service activity seeks to strengthen Raudlatul Muslimin Kayangan Islamic Boarding School teachers' High Order Thinking Skill (HOTS) learning implementation skills. This service is offered since teachers confront many obstacles when setting up HOTS. A lack of awareness of HOTS and its practice contributes to low student achievement. This activity uses workshops to create HOTS using novel learning methods like Problem-Based Learning (P.B.L.) and Contextual Teaching & Learning. Higher-order thinking has been encouraged by learning outcome classifications in training. This training boosts student motivation, improves idea understanding, and promotes higher-order thinking tasks. Thus, this study emphasizes the need for HOTS in learning to prepare students for real-world issues. This study also suggests using other unique learning techniques to promote higher-order thinking skills. In Islamic boarding schools, teacher support and a larger learning environment might improve students' higher-order thinking skills.

Synergizing Systems Thinking and Technology-Enhanced Learning for Sustainable Education Using the Flow Theory Framework

In an era where digital technologies are integral to daily life and sustainable education is increasingly critical, developing higher-order thinking skills with appropriate information and communication technology (ICT) support is crucial for achieving Sustainable Development Goals (SDGs). The purpose of this study was to examine synergies of systems thinking and technology-enhanced learning from the perspective of flow theory within the context of sustainable education. We surveyed more than 65 pre-service preschool teachers engaged in a design, technology, and engineering (DTE) course at the University of Ljubljana. Mapping of systems thinking revealed that pre-service preschool teachers needed support regarding feedback and understanding the interrelationship dimension of systems thinking—essential components of sustainable education. Predictive and mediation analyses yielded noteworthy results. Participants in the ICT-enhanced DTE course rated their cognitive and social engagement above the mid-point of the scale, with this higher engagement correlating with higher systems thinking crucial for sustainable education. In contrast, their aesthetic engagement was below the mid-point of the scale. Experiencing a flow state during ICT activities positively influenced systems thinking, particularly in terms of clear goals and autotelic experiences. Flow theory thus emerges as a solid and appropriate framework to use for studying synergies in technology-enhanced systems thinking for sustainable education. These findings underscore the importance of integrating systems thinking into curricula to enhance learning outcomes and prepare students for future challenges, thereby contributing to the achievement of SDGs through sustainable education.

Interactive Audio-Visual Learning Media Through Articulate Storylines Containing Problem-Based Contextual Learning to Improve Students' HOTS and Scientific Attitudes

This study examines the development of interactive audio-visual learning media using Articulate Storylines with problem-based contextual learning to improve students' higher-order thinking skills (HOTS) and scientific attitudes. Integrating Problem-Based Learning (PBL) with audio-visual media aims to address the challenges of modern education by encouraging critical thinking skills, creativity, and problem-solving in real-world contexts. The media design includes a login interface, learning materials on fluid dynamics, interactive quizzes, and evaluations. This study evaluates students' practicality, effectiveness, and scientific attitudes after using this media, with results showing moderate to high increases in HOTS. Validation tests show that this media is well-structured, engaging, and supports active learning, although the interactivity aspect can still be improved. N-Gain analysis shows that students improve their critical and analytical thinking skills per Bloom's Taxonomy and constructivist theory. These results indicate the potential of this media to enhance student learning outcomes.

The impact of a metacognition-based course on school students’ metacognitive skills and biology comprehension

The fast-paced and intricate nature of the current society, coupled with the ongoing changes in educational requirements, calls for the cultivation of higher-order thinking skills. To that end, adopting metacognitive strategies could be instrumental. This paper aimed to evaluate the effects of a 10-week-long metacognition-based biology course on school students’ metacognition and biology comprehension. Employing a mixed-methods quasi-experimental design, the study involved 120 eighth-graders from two public schools. One group was exposed to metacognitive questioning, while the other one continued with regular classroom activities. The results showed that participants who received metacognition-guided instruction achieved higher scores on the biology test and reported improved metacognition as compared to those who followed the standard curriculum. These outcomes were consistent across genders and regardless of whether a student reported a deep or surface learning approach. Qualitative analysis extracted themes of collaboration and understanding among the students. They appreciated the specificity of tasks, which deepened their comprehension, and valued collaborative learning facilitated by metacognitive prompts. These prompts not only enhanced their understanding but also contributed to fostering a positive classroom environment. This research underscores the effectiveness of metacognitive support in enhancing biology education. It advocates for the integration of metacognitive strategies into classroom practices, emphasizing the positive impact they can have on students’ learning experiences and outcomes.

Quantifying Influence: Propensity Score Matching Unravels the True Effect Sizes of Learning Management Models on Students’ Analytical Thinking

<p style="text-align:justify">Analytical thinking is crucial for developing problem-solving, decision-making, and higher-order thinking skills. Many researchers have consistently developed learning management models to enhance students' analytical thinking, resulting in extensive knowledge but lacking clear systematic summaries. This study aims to: (a) explore the effect sizes and research characteristics influencing students' analytical thinking, and (b) compare the effect sizes of learning management models after adjusting for propensity score matching. In exploring 131 graduate research papers published between 2002 and 2021, the research utilized forms for recording research characteristics and questionnaires for assessing research quality for data collection. Effect sizes were calculated using Glass's method, while data analysis employed random effects, fixed effects, and regression meta-analysis methods. The findings indicate that (a) research on learning management models significantly impacts students' analytical thinking at a high level (d̅ = 1.428). Seven research characteristics, including year of publication, field of research, level, duration per plan, learning management process, measurement and evaluation, and research quality, statistically influence students' analytical thinking, and (b) after propensity score matching, learning through techniques such as KWL, KWL-plus, Six Thinking Hats, 4MAT, and Mind Mapping had the highest influence on students' analytical thinking. Recommendations for developing students' analytical thinking involve creating a learning management process that fosters understanding, systematic practical training, expanding thinking through collaborative exchanges, and assessments using learning materials and tests to stimulate increased analytical thinking.</p>

Implementation of HOTS-based Instructions in Pesantren: A Case Study in Pondok Modern Tazakka Batang

The development of Higher Order Thinking Skills (HOTS) in students at Islamic boarding schools (pesantren) is crucial due to their numerous advantages, such as the capacity to tackle social, scientific, and practical problems with effectiveness. Whether or not Pondok Modern Tazakka successfully integrated the use of HOTS questions in exams is the goal of this study. Through the application of descriptive phenomenological research methods and data collection techniques, including the tabulation of 132 test sheets in 44 subjects tested on KMI Class 6 students and interviews with 62 teachers in 8 subjects, it was discovered that 8 subjects exhibited no HOTS questions at all (19%), 6 subjects exhibited a decreasing number of HOTS questions (14%), 19 subjects exhibited a sharp increase in HOTS questions (45%), and 9 subjects exhibited a constant number of HOTS questions. The study's findings also demonstrate that, as long as supervisors (senior teachers) take a more proactive approach to giving junior teachers comprehensive training and ensure that all exam questions in each subject are HOTS exam questions, it is possible to guarantee that all exam questions will contain HOTS.

PERENCANAAN PEMBELAJARAN PAI BERBASIS HIGHER ORDER THINKING SKILLS (HOTS) DI ERA SOCIETY 5.0: STRATEGI DAN IMPLEMENTASI

The Society 5.0 era, which is characterized by the integration of smart technology in everyday life, demands significant changes in educational practices, including Islamic Religious Education (PAI). To answer this challenge, PAI needs to integrate Higher Order Thinking Skills (HOTS) into its curriculum, with the aim of producing students who not only understand religious teachings but also have critical, creative and solution thinking skills. Strategies such as a contextual learning approach that links Islamic teachings with social issues and the use of digital technology can be used to strengthen the learning process.Research shows that implementing HOTS has a positive impact on students' critical thinking and problem solving abilities. However, challenges remain, including limited teacher knowledge about the HOTS method and inadequate technological facilities. Therefore, continuous teacher training and support from technological facilities are needed to ensure that technology-based learning can run effectively

Enhancing collaborative online learning in higher education: using Google Docs to analyze Literature texts by teacher trainees

The purpose of this project was to explore how collaborative learning can be enhanced through Information Communications Technology in the critical reading and analysis of Literature texts in a particular teacher training course at a selected university in Uganda. The study undertook an interventional research approach whereby critical literacy principles provided the basis for formulating online tasks that would provoke higher order thinking skills such synthesizing, analyzing, reasoning, comprehending, application, and evaluation during the discussion of the play The Lion and the Jewel. A conversational framework was adopted to design a collaborative learning environment by which face-to-face sessions were combined with technology in form of Google Docs. Some of the steps of engagement included identifying the eight participants, sharing of initial content on critical literacy with them, face-to-face sessions and uploading of tasks. The findings reveal that with systematic instructions and guidance Google Docs can provide a collaborative learning platform whereby students can continuously comment about Literature texts in a conversational manner; the intervention proved the possibilities of flexibility in the learning environment; and dialogic teaching especially when discussing Literature texts was greatly enhanced during this intervention. This study was carried out in a real time learning context during the teaching of one of the researcher’s courses. The finding thus can offer some useful guiding steps as benchmarks for actual take up of other ICT tools in teaching and learning in higher institutions of education

InquiryGPT: Augmenting ChatGPT for Enhancing Inquiry-Based Learning in STEM Education

The core purpose of integrating inquiry-based learning strategies into STEM activities is to create a challenging learning environment that stimulates students’ active learning, thereby effectively enhancing their interest in learning, thinking skills, and practical application abilities. To achieve these goals, developing more technology-assisted tools and platforms to improve teaching efficiency and enrich the learning experience becomes crucial. Therefore, this research developed InquiryGPT, which guides students through the POEE inquiry process by imposing limitations, facilitating dialogue, and providing feedback, while avoiding over-reliance on ChatGPT. This promotes the cultivation of higher-order thinking skills through interactions with InquiryGPT, thereby enhancing students’ knowledge construction and understanding. This study, based on the Technology Acceptance Model (TAM), examined the effectiveness of InquiryGPT. The results showed no significant difference between InquiryGPT and ChatGPT in terms of perceived usefulness and perceived ease of use. Additionally, through analysis of covariance (ANCOVA), the study further analyzed the impact of InquiryGPT on students’ higher-order thinking skills and learning scores, proving that it significantly enhances students’ creativity, problem-solving abilities, critical thinking, and knowledge construction.

Research Trends in Higher-Order Thinking Skills in the journal Mathematics Education in Indonesia: from Design to Data Analysis

The study identified research trends in higher-order thinking skills in Mathematics Education in Indonesia, from Design to Data Analysis. The data came from content analysis of math education articles. As of April 2022, mathematics education articles in the Science and Technology Index (SINTA) are used solely. The Indonesian Ministry of Research, Technology, and Higher Education founded SINTA (http://sinta2.ristekdikti.go.id) to evaluate science and technology. This research shows that qualitative methods, such as theme analysis or grounded theory, can provide insight into student learning, while quantitative methods, such as regression or multivariate analysis, provide statistical analysis of HOTS factors. Recommendations include improving teaching, research, and policymaking on choosing the correct analysis method and institutional support. Diversification and data analysis are essential to improve HOTS research and support Indonesian education development.

Improving mathematical proof based on computational thinking components for prospective teachers in abstract algebra courses

Understanding and constructing mathematical proofs is fundamental for students in abstract algebra courses. The computational thinking approach can aid the process of compiling mathematical proofs. This study examined the impact of integrating computational thinking components in constructing mathematical proofs. The researcher employed a sequential explanatory approach to ascertain the enhancement of algebraic proof capability based on computational thinking through the Wilcoxon test. A total of 32 prospective teachers in mathematics education programs were provided with worksheets for seven meetings, which were combined with computational thinking stages. Quantitative data were collected from initial and subsequent test instruments. Moreover, three prospective teachers were examined through case studies to investigate their mathematical proof capability using computational thinking components, including decomposition, abstraction, pattern recognition, and algorithmic thinking. The study's findings indicated that CT intervention enhanced students' logical reasoning, proof-writing abilities, and overall engagement with abstract algebra concepts. The findings illustrate that integrating computational thinking into learning strategies can provide a framework for developing higher-order thinking skills, especially in proving, which are essential for studies in mathematics education programs.

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.

Exploring Marzano Higher-Order Thinking Skills: Demographic Disparities Among Technical Students

Higher-order thinking skills (HOTS) encompass the capacity to apply knowledge, skills, and values in comprehending, reflecting, solving problems, making decisions, innovating, and creating new ideas. These skills vary among individuals, especially in learning contexts, problem-solving, and product design. The goal of this study is to evaluate technical students' perceptions of their mastery of Marzano's Higher Order Thinking Skills. A total of 351 students, including those from Civil, Mechanical, and Electrical Engineering programs at Sultan Abdul Halim Muad'zam Shah Polytechnic, were randomly chosen as participants. This research employed a survey design with a quantitative approach, and data were analyzed using SPSS software, with results presented in terms of means, frequencies, and percentages. Findings suggest that overall, students' mastery of Marzano HOTS remains at a generally low level, except for four specific skills—analyzing error, constructing support, abstracting, and analyzing perspectives—which are rated at an intermediate level. On the contrary, nine HOTS areas were identified as being at a low level. An ETA analysis revealed a minimal positive correlation between Marzano HOTS mastery and variables such as gender, age, field of study, and year of study. Furthermore, no statistically significant differences were found in HOTS levels based on gender, age, and year of study. These outcomes suggest that students need further development in HOTS to better tackle learning challenges. The study also offers key insights that could assist TVET practitioners in developing more effective curricula and interventions for improving higher-order thinking skills among technical students.

Effectiveness of digital learning on students’ higher order thinking skills

Effectiveness of digital learning on students’ higher order thinking skills

Effect of game-based learning on students’ mathematics high order thinking skills: A meta-analysis

Educational research trends demonstrate a growing interest in understanding the impact of games on mathematics achievement. However, only a limited number of studies have synthesized previous quantitative studies to investigate how game-based learning (GBL) influences the enhancement of students' high-order thinking skills (HOTS) in mathematics. To address this gap, this meta-analysis study aims to investigate the effectiveness of GBL on students' mathematics HOTS. The study analyzed 40 effect sizes from 13 empirical studies published from 2010 to 2024, gathered from electronic databases such as Scopus, Eric, and Pro-Quest. R software was employed for analyzing effect sizes, detecting publication bias, and conducting subgroup analyses. Using the k-means algorithm, two studies identified as outliers were excluded. After removing these outliers, the findings revealed a positive effect of GBL on students' mathematics HOTS, with an overall effect falling within the small category (g = .134, p < .001). Additionally, moderator variables, including educational level, measured thinking skills, continent, control treatment, and intervention duration, significantly influenced the improvement of HOTS using GBL, while the sample size factor showed no significant impact. All findings, limitations, and implications are discussed in this article.

METHODS AND TOOLS FOR ASSESSING STUDENT COMPETENCIES

The article deals with the detailed information about Methods and tools for assessing student competencies. The accurate assessment of student competencies is crucial in modern education, as it allows educators to measure not only knowledge retention but also skills, attitudes, and critical thinking abilities. This paper explores various methods and tools used for assessing student competencies, including traditional assessments, performance-based assessments, and technology-enhanced assessments. Traditional methods, such as multiple-choice tests and written exams, remain popular but are often limited in their ability to evaluate higher-order thinking skills. In contrast, performance-based assessments—such as projects, presentations, and portfolios—offer a more comprehensive evaluation by focusing on the application of knowledge in real-world contexts. Technology-enhanced tools, such as digital simulations, e-portfolios, and automated feedback systems, provide innovative ways to measure competencies while increasing engagement and personalization. The paper also discusses the importance of aligning assessment tools with learning objectives and provides insights into the challenges associated with each method, including issues of reliability, validity, and scalability. By combining multiple assessment methods, educators can obtain a holistic view of student competencies, enabling targeted support and improved learning outcomes.

Effectiveness of Biology Learning to Improve Digital Literacy and Higher Order Thinking Skills on the Concept of Digestive System

The use of HOTS skill-based e-learning can be used as one of the ways to provide HOTS skills and digital literacy skills. This study aims to determine the effectiveness of HOTS-based e-learning in improving HOTS skills and digital literacy skills of high school students. This study used a quasi-experimental method. The research design used was non-equivalent control group design. The samples in this study were XI Science class students consisting of 38 people determined by purposive sampling technique. This research was conducted on two classes, namely the experimental class (learning using HOTS-based e-learning) and the control class (learning using e-learning not based on HOTS). The results showed that there was a significant difference in the mean between the experimental and control classes on digital literacy and higher order thinking skills. T test on the value of digital literacy skills of HOTS skills shows the number (2-tailed = 0.000 &lt; α (0.05), which means that there is a difference in the effectiveness of using HOTS-based e-learning with e-learning not based on HOTS to improve students' digital literacy skills. Then the results showed that there was a significant difference in the average high-level thinking skills of students between the experimental class and the control class. Showing the T-test number on the value of digital literacy skills shows the number (2-tailed = 0.000) &lt; α (0.05), it means that there is a difference in the effectiveness of using HOTS-based e-learning with ordinary e-learning to improve students' digital literacy skills. The N-Gain score criteria for using HOTS-based e-learning to improve digital literacy skills fall into the medium category (N-gain = 0.56) and the use of HOTS-based e-learning to improve higher order thinking skills in the medium category (N-gain = 0.83).

Analisis Kesalahan Siswa Tipe Kepribadian Thinking dan Feeling dalam Menyelesaikan Soal HOTS berdasarkan Newman’s Error Analysis

This research is a descriptive study which aims to describe the errors made by students in solving HOTS mathematics problems based on Newman's error analysis. This research was conducted at MTs NU Al Badar with research subjects of 1 student with a thinking personality type and 1 student with a feeling personality type. The research instrument used in this research is a test instrument in the form of HOTS type mathematics questions with material on Building a Curved Side Room with 3 questions and an interview guide. The results of the research obtained information that the errors made by students when working on high order thinking skills (HOTS) type mathematics problems with the material Building Curved Side Spaces were divided into four types of error categories, namely errors in understanding the problem (comprehension errors), transformation errors (transformation errors). errors), processing skills errors, and errors in writing answers (encoding errors).

THE ENHANCEMENT OF CRITICAL THINKING SKILLS THROUGH THE IMPLEMENTATION OF ACADEMIC WRITING IN ENGLISH LESSONS

The article delves into the significance of higher-order thinking skills in the context of academic writing, exploring various methodologies aimed at enhancing students' competencies in this area. It emphasizes the role of critical thinking, which is a key component of interdisciplinary knowledge as per Bloom's taxonomy strategy, encompassing the stages of remembering, understanding, applying, analyzing, evaluating, and creating. The study's main purpose is to analyze the effectiveness of the implementation of academic writing in the development of student's critical thinking skills. Accordingly, the research seeks to investigate and nurture students' critical thinking skills through academic writing. It demonstrates that students can effectively acquire critical thinking skills through specially structured educational activities in a phased learning approach. The study utilized a mixed-method design, collecting data through observation, written documents, and online surveys. The data obtained from these sources were then analyzed both quantitatively and qualitatively. The findings of the research reveal various stages of teaching critical thinking, facilitated by the instructor's efforts to actively engage students in the learning process. Based on the results of theoretical and expert analysis, the quantitative and qualitative data were compared and illustrated positive growth in learners’ academic writing skills. The processed-based approach was determined as a means of successful learning methodology in the development of higher-order thinking skills. The study also highlights the importance of well-designed writing assignments and group activities in encouraging students to revisit concepts, critically evaluate assumptions, and make substantial revisions to their written work.

Teachers' Self-Efficacy and Professional Competence in Writing HOTS Questions Through In-House Training

This study addresses the significance of Higher Order Thinking Skills (HOTS) in equipping students for the challenges of Society 5.0. It evaluates the effectiveness of In-House Training (IHT) in improving teachers' competence in designing HOTS-based questions. A School Action Research (SAR) design was employed, consisting of two cycles. The study involved eight teachers selected based on availability and specific study needs. Data were collected using observation and questionnaire methods. Observations assessed teachers' ability to develop HOTS questions, while questionnaires measured their self-efficacy. The findings demonstrated a notable improvement in teachers' ability to create HOTS questions. The average score increased from 68.75 in the first cycle to 86.25 in the second cycle. Similarly, teachers' self-efficacy showed improvement, with mean scores rising from 3.63 in cycle I to 3.96 in cycle II. The results suggest that IHT was effective in enhancing teachers' knowledge, skills, and confidence in developing HOTS-based questions. The significant increase in both HOTS question development and self-efficacy between cycles indicates the training’s success in building teacher competence. In-House Training (IHT) is an effective strategy for improving teachers' ability to design HOTS questions, which are essential for preparing students to meet the demands of Society 5.0. Further research could explore the long-term impacts of IHT on teacher performance and student outcomes.