Email this article 
Learning Models in Mathematics and Science Education to Improve High Order Thinking Skill (HOTS): A Systematic Literature Review
(1) Universitas Negeri Malang
(2) Universitas Negeri Malang
(3) Universitas Negeri Malang
(4) Universitas Negeri Malang
(*) Corresponding Author
Abstract
This systematic literature review examines learning models in mathematics and science education that improve Higher-Order Thinking Skills (HOTS). The review focuses on studies from 2000 to 2023, addressing Indonesia's need to enhance HOTS in response to low performance in global assessments like PISA. Using the PRISMA method, 20 studies were analyzed based on criteria such as HOTS focus and relevance to primary and secondary education. Findings reveal that Inquiry-Based Learning (IBL) is the most commonly used model across disciplines, promoting critical thinking and problem-solving. Problem-Based Learning (PBL) is also widely applied, particularly in senior high schools, encouraging creativity through real-world problems. Discovery Learning, though less frequent, is effective in fostering independent inquiry in chemistry education. The study concludes that inquiry-driven and problem-solving models are key to developing HOTS, especially in secondary education, where cognitive demands increase. These models should be integrated into curricula to meet the challenges of the Fourth Industrial Revolution.
Keywords
References
Abdurrahman, M. S., Halim, A. A., & Sharifah, O. (2021). Improving polytechnic students' high-order-thinking skills through inquiry-based Learning in the mathematics classroom. International Journal of Evaluation and Research in Education, 10(3), 976–983. https://doi.org/10.11591/IJERE.V10I3.21771
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does Discovery-Based Instruction Enhance Learning? Journal of Educational Psychology, 103(1), 1–18. https://doi.org/10.1037/a0021017
Amin, D. I., & Ikhsan, J. (2021). Improving higher-order thinking skills via semi-second life. European Journal of Educational Research, 10(1), 261–274. https://doi.org/10.12973/EU-JER.10.1.261
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning to teach and assessing: a revision of Bloom`s taxonomy of educational objectives. Longman.
Avargil, S., Herscovitz, O., & Dori, Y. J. (2013). Challenges in the transition to large-scale reform in chemical education. Thinking Skills and Creativity, 10, 189–207. https://doi.org/10.1016/j.tsc.2013.07.008
Brookhart, S. M. (2010). How to Assess Higher-Order Thinking Skills in Your Classroom. ASCD. www.ascd.org/memberbooks
Cahya Saputri, A., Rinanto, Y., & Murti Prasetyanti, N. (2019). Improving Students’ Critical Thinking Skills in Cell-Metabolism Learning Using Stimulating Higher Order Thinking Skills Model. In Improving Students’ Critical Thinking Skills in Cell-Metabolism … International Journal of Instruction (Vol. 12, Issue 1). www.e-iji.net
Dkeidek, I., Mamlok-Naaman, R., & Hofstein, A. (2011). Effect of culture on students' question-asking ability resulting from an inquiry-oriented chemistry laboratory. International Journal of Science and Mathematics Education, 9(6), 1305–1331. https://doi.org/10.1007/s10763-010-9261-0
Gulejova, B. B. (2020). Bridging the gap between science education at school and modern scientific research. Physics Education, 1–15. https://doi.org/10.1142/9789811238406_0014
Habiddin, H., Ashar, M., Hamdan, A., & Nasir, K. R. (2022). Digital Comic Media for Teaching Secondary School Science. International Journal of Interactive Mobile Technologies, 16(3), 159–166. https://doi.org/10.3991/IJIM.V16I03.28967
Habiddin, H., Herunata, H., Sulistina, O., Haetami, A., Maysara, M., & Rodić, D. (2022). Pictorial-based Learning: Promoting conceptual change in chemical kinetics. Journal of the Serbian Chemical Society, 88(1), 97–111. https://doi.org/10.2298/JSC220403070H
Habiddin, H., & Page, E. M. (2020). Probing Students’ Higher Order Thinking Skills Using Pictorial Style Questions. Macedonian Journal of Chemistry and Chemical Engineering, 39(2), 251–263. https://doi.org/10.20450/mjcce.2020.2133
Hariadi, B., Jatmiko, B., Sunarto, M. J. D., Prahani, B. K., Sagirani, T., Amelia, T., & Lemantara, J. (2022). Higher Order Thinking Skills Based Learning Outcomes Improvement with Blended Web Mobile Learning Model. International Journal of Instruction, 15(2), 565–578. https://doi.org/10.29333/iji.2022.15231a
Hmelo-Silver, C. E., Chinn, C. A., Chan, C. K. K., & O'Donnell, A. (2013). The International Handbook of Collaborative Learning. Routledge.
Holbein, J. B., Hillygus, D. S., Lenard, M. A., Gibson-Davis, C., & Hill, D. V. (2020). The Development of Students’ Engagement in School, Community and Democracy. British Journal of Political Science, 50(4), 1439–1457. https://doi.org/10.1017/S000712341800025X
Ibrahim, N. N., Ayub, A. F. M., & Yunus, A. S. M. (2020). Impact of Higher Order Thinking Skills (HOTS) Module Based on the Cognitive Apprenticeship Model (CAM) on student’s performance. International Journal of Learning, Teaching and Educational Research, 19(7), 246–262. https://doi.org/10.26803/IJLTER.19.7.14
Jonalyn S. Guerrero, & Romiro G. Bautista. (2023). INQUIRY-BASED TEACHING IN SECONDARY SCIENCE. International Journal of Social Sciences & Humanities (IJSSH), 8(2), 146–154. https://doi.org/10.58885/ijssh.v08i2.146.jg
Kurniati, D., Harimukti, R., & Jamil, N. A. (2016). Kemampuan berpikir tingkat tinggi siswa SMP di Kabupaten Jember dalam menyelesaikan soal berstandar PISA. Jurnal Penelitian Dan Evaluasi Pendidikan, 20(2), 142–155. https://doi.org/10.21831/pep.v20i2.8058
Kurniawan, H., Budiyono, Sajidan, & Siswandari. (2021). The PINTER learning model enhances higher-order thinking and communication skills in Algebra. International Journal of Instruction, 14(3), 359–374. https://doi.org/10.29333/iji.2021.14321a
Kwangmuang, P., Jarutkamolpong, S., Sangboonraung, W., & Daungtod, S. (2021). The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools. Heliyon, 7(6). https://doi.org/10.1016/j.heliyon.2021.e07309
Lu, K., Pang, F., & Shadiev, R. (2021). Understanding the mediating effect of learning approach between learning factors and higher order thinking skills in collaborative inquiry-based Learning. Educational Technology Research and Development, 69(5), 2475–2492. https://doi.org/10.1007/S11423-021-10025-4/METRICS
Martawijaya, M. A., Rahmadhanningsih, S., Swandi, A., Hasyim, M., & Sujiono, E. H. (2023). THE EFFECT OF APPLYING THE ETHNO-STEM-PROJECT-BASED LEARNING MODEL ON STUDENTS' HIGHER-ORDER THINKING SKILLS AND MISCONCEPTION OF PHYSICS TOPICS RELATED TO LAKE TEMPE, INDONESIA. Jurnal Pendidikan IPA Indonesia, 12(1), 1–13. https://doi.org/10.15294/jpii.v12i1.38703
Mayer, R. E. (2014). The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning, Second Edition, 1–930. https://doi.org/10.1017/CBO9781139547369
Mitarlis, Ibnu, S., Rahayu, S., & Sutrisno. (2020). The effectiveness of new inquiry-based Learning (NIBL) for improving prospective chemistry teachers' multiple higher-order thinking skills (M-HOTS). European Journal of Educational Research, 9(3), 1309–1325. https://doi.org/10.12973/eu-jer.9.3.1309
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA Statement. In Open Medicine (Vol. 3, Issue 2).
Munzil, M., Affriyenni, Y., Mualifah, S., Fardhani, I., Fitriyah, I. J., & Muntholib, M. (2022). Development of Problem-Based Learning E-modules in the form of Flipbooks on Environmentally Friendly Technology Materials As an Independent Learning Material for Students, Especially Online Learning. Jurnal Pendidikan Sains Indonesia, 10(1), 37–46. https://doi.org/10.24815/jpsi.v10i1.21807
Novitra, F., Festiyed, Yohandri, & Asrizal. (2021). Development of Online-based Inquiry Learning Model to Improve 21st-Century Skills of Physics Students in Senior High School. Eurasia Journal of Mathematics, Science and Technology Education, 17(9), 1–20. https://doi.org/10.29333/ejmste/11152
OECD. (2019). PISA 2018 Results (Volume I): WHAT STUDENTS KNOW AND CAN DO. PISA, OECD Publishing. https://doi.org/10.1787/5f07c754-en
OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. PISA, OECD Publishing. https://doi.org/10.1787/53f23881-en
Pertiwi, O. D., Munzil, Fitriyah, I. J., & Mustikasari, V. R. (2021). The development of comic-based global warming science teaching material using problem-based Learning (PBL). AIP Conference Proceedings, 2330. https://doi.org/10.1063/5.0043271
Puspita, E., Sari, K., Munzil, M., & Retnosari, R. (2020). Development of Teaching Materials Based on Learning Cycle 5E and Enriched With Augmented Reality for Rate of Reaction Topic. Proceedings of the International Conference on Learning Innovation 2019, 63–67.
Qamariyah, S. N., Rahayu, S., Fajaroh, F., & Alsulami, N. M. (2021). The Effect of Implementation of Inquiry-based Learning with Socio-scientific Issues on Students’ Higher-Order Thinking Skills. Journal of Science Learning, 4(3), 210–218. https://doi.org/10.17509/jsl.v4i3.30863
Rafafy Batlolona, J., Pd, I. M., Fenanlampir, A., & Imelda, I. (2019). The Struggle of Indonesian Students in the Context of Timss and Pisa has not Ended. International Journal of Civil Engineering and Technology, 10(2), 393–406. http://www.iaeme.com/IJCIET/index.asp393http://www.iaeme.com/ijciet/issues.asp?JType=IJCIET&VType=10&IType=02http://www.iaeme.com/ijciet/issues.asp?JType=IJCIET&VType=10&IType=02http://www.iaeme.com/IJCIET/index.asp394
Rasi, P. (2021). Problem-based Learning into the Future. Imagining an Agile PBL Ecology for Learning. Interdisciplinary Journal of Problem-Based Learning, 15(1). https://doi.org/10.14434/ijpbl.v15i1.31724
Rati, N. W., Arnyana, I. B. P., Dantes, G. R., & Dantes, N. (2023). HOTS-Oriented e-Project-Based Learning: Improving 4C Skills and Science Learning Outcome of Elementary School Students. International Journal of Information and Education Technology, 13(6), 959–968. https://doi.org/10.18178/ijiet.2023.13.6.1892
Rusmansyah, Yuanita, L., Ibrahim, M., Isnawati, & Prahani, B. K. (2019). Innovative chemistry learning model: Improving pre-service chemistry teachers' critical thinking skill and self-efficacy. Journal of Technology and Science Education, 9(1), 59–76. https://doi.org/10.3926/jotse.555
Samo, D. D., Darhim, D., & Kartasasmita, B. (2017). Developing Contextual Mathematical Thinking Learning Model to Enhance Higher-Order Thinking Ability for Middle School Students. International Education Studies, 10(12), 17. https://doi.org/10.5539/ies.v10n12p17
Spector, J. M., Merrill, M. D., Elen, J., & Bishop, M. J. (2014). Handbook of research on educational communications and technology: Fourth edition. Handbook of Educational Communications and Technology Research: Fourth Edition, 1–1005. https://doi.org/10.1007/978-1-4614-3185-5/COVER
Suseelan, M., Chew, C. M., & Chin, H. (2023). School-Type Difference Among Rural Grade Four Malaysian Students’ Performance in Solving Mathematics Word Problems Involving Higher Order Thinking Skills. International Journal of Science and Mathematics Education, 21(1), 49–69. https://doi.org/10.1007/S10763-021-10245-3/METRICS
Utami, S. W., Sunandar, A., & Kurniawan, A. D. (2020). Application of two problem solving cycles to students’ higher-order thinking skills on reproductive system material. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(3). https://doi.org/10.22219/jpbi.v6i3.12024
Yerimadesi, Y., Warlinda, Y. A., Rosanna, D. L., Sakinah, M., Putri, E. J., Guspatni, G., & Andromeda, A. (2023). Guided discovery learning-based chemistry e-module and its effect on students’ higher-order thinking skills. Jurnal Pendidikan IPA Indonesia, 12(1), 168–177. https://doi.org/10.15294/jpii.v12i1.42130
Article Metrics
Abstract view : 126 timesDOI: https://doi.org/10.26714/jps.13.1.2025.XX-XX
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 JURNAL PENDIDIKAN SAINS (JPS)
This work is licensed under a Creative Commons Attribution 4.0 International License.
EXECUTIVE OFFICE
JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
DEPARTMENT OF CHEMISTRY EDUCATION
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
MUHAMMADIYAH SEMARANG UNIVERSITY
Jl. Kedungmundu Raya No.18, Semarang, Jawa Tengah, Indonesia
Telp. (024)76740231, 76740231
email: jps@unimus.ac.id
This work is licensed under a Creative Commons Attribution 4.0 International License
Journal Pendidikan Saisn (JPS)
ISSN:2339-0786, e-ISSN:2502-1443
Published by: Chemistry Education, Muhammadiyah Semarang University