The Analysis of High Order Thinking Skill (HOTs) on Science

Learning Using Project Based Learning Model

Kartika Chrysti S.

, Sajidan Sajidan

, Sentot Budi R.

, Zuhdan Kun P.

and Siti Fatimah

Universitas Sebelas Maret, Jalan Ir. Sutami 36 A, Jawa Tengah, Indonesia

Universitas Negeri Yogyakarta, Jalan Colombo No 1, Jawa Tengah, Indonesia

kartika@fkip.uns.ac.id

Keywords: High Order Thinking Skills, Science Learning, PjBL model.

Abstract: This research aims to analyze the High Order Thinking skills (HOTs) on science learning toward preservice

teacher in primary teacher education program by using project based learning (PjBL) model. Thinking skill

consists of three aspects; Problem-solving, critical thinking, and creative thinking. This research works as an

action research with a qualitative method. It involves 70 students. The techniques for data collection are the

test, observation, and interview. Qualitative descriptive analysis with triangulation validity technique is

utilized for data analysis. The result indicates that HOTs of the student on critical thinking aspect of creative

thinking and problem solving still need improvement. It recommends practitioners, researchers, and

stakeholders to empower HOTs with PjBL model.

1 INTRODUCTION

High-level thinking is a thought process consisting of

complex procedures based on analytical skills,

synthesis, comparison, conclusions, interpretations,

and judgments (Collin, 2014; Facione, P. A, 1990).

High-level thinking skills (HOTs) are deductive

inductive reasoning to solve unusual problems

(Budsankom, 2015, Masek, 2012). King (1998)

explains that high-order thinking includes critical

thinking, logical, reflective, metacognitive, and

creative. This skill is enabled when students of

different ages. Students are involved to deal with

unusual problems, uncertainties, questions, or

dilemmas. HOTs are based on the assumption that the

biggest problem for students is their inability to build

the kind of understanding needed to solve difficult

concepts (Broek, 2012). Students trained with HOTS

are able to create new knowledge and make informed

and logical decisions. One of the main rationales for

empowering HOTS is developing metacognitive

skills. Most students are far backward cognitively not

because they are not smart enough, but because they

have no socio-cultural experience that develops

metacognitive skills (Caitriona, 2012). Metacognition

ability is related to awareness and control over how

to acquire and process an information and store that

information into memory (Broke, 2012). This

thinking skill became the focus of learning in the 21st

century. This is based on data from research

conducted by more than 250 researchers from 60

institutions of the world incorporated in the ATC 21S

(Assessment and Teaching of 21st Century Skills)

grouped 21st-century skills in 4 categories One of

which is the way of thinking. The four categories /

characteristics of the 21st-century learning are

communication, collaboration, critical thinking and

problem solving, creativity and innovation (ATC21S,

2013).

To build a high-level thinking process (HOTs),

innovation is needed in the learning either in the form

of methods, assessment or learning media. Sulaiman,

(2017) analyzed HOTs in science learning that

resulted in respondents believing that through

question and answer between teachers and students

by asking high-level questions about the concept of

science and linking to real effective situations can be

used to develop HOTs. Respondent also believes that

planning an investigation or practicum is able to help

students develop HOTs. In addition to investigative

planning, the problem-solving analysis is able to help

students develop their creative thinking skills.

Furthermore, making mind mapping can help

students in analyzing the concepts of science and

S., K., Sajidan, S., R., S., P., Z. and Fatimah, S.

The Analysis of High Order Thinking Skill (HOTs) on Science Learning Using Project Based Learning Model.

In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 97-103

ISBN: 978-989-758-314-8

make learning easier. Budsankom (2015) shows the

factors that directly affect the HOTs are the

characteristics of psychological, classroom

environment, and intellectual characteristics. Based

on this, project based learning model (PjBL) can be

used as one of innovative science learning model to

develop HOTs.

PjBL is a systematic learning method involving

students in learning knowledge and skills through

research assignments, authentic questions, and well-

designed products. Project-based learning is based on

challenging questions and makes students have a

central role in the process of designing, problem-

solving, and decision making so as to give students

the opportunity to work independently (Sumarni,

2015). It is continued that through the project,

students do not have to memorize any theory or

equation (formula), but rather to analysis and critical

thinking by analyzing the information gathered to

solve problems through the project. This pragmatic

approach concentrates more on process than content.

Hsu (2015) explains that project-based learning

has three main aspects, namely active construction,

situated learning, and social interaction. Project-

based learning involves engaging students in the real

world and meaningful issues similar to those

conducted by scientists. Furthermore, project-based

learning allows students to gain a deeper

understanding of the material as they actively build

their understanding by working together and using

their ideas (active construction). Social interaction

allows students to work with others to build shared

knowledge. Therefore, project-based learning has

been widely applied in science classes to support the

development of a deeper understanding of the concept

of science.

Bedard (2012) explains that PjBL is able to

develop students' thinking skills, develop student

creativity, and encourage students to work together in

a team. PjBL is able to create an environment that

helps students build meaningful, active, and student-

centered learning and building students to

collaborate. Chiang and Lee (2016) mentioned that a

very important point on project-based learning is

problem-solving. To complete a project, students

need to overcome all the difficulties. It is able to make

students have problem-solving ability to be better and

meaningful. Williams (2017) explains that project-

based learning provides opportunities for students to

engage in active learning as well as opportunities to

learn new soft skills such as collaboration,

communication, and negotiation. The See See (2015)

mentions five skills trained during the PjBL process

namely, an understanding of the basic design of the

project; Problem-solving skills; Using

sources/references effectively for information;

Ability to communicate; And teamwork.

Harper (2014) mentions important elements in

PjBL are, the project method focuses on teaching

knowledge and skills; 21st century competencies

such as problem solving, critical thinking,

collaboration, communication, and creativity /

innovation that are explicitly taught and assessed; A

deep investigative process involving a long and

rigorous questioning process, using resources and

developing answers; Focused on open questions to

understand and attract students' attention in capturing

project tasks; Emphasizes the interest and curiosity of

students so that students gain knowledge, understand

concepts, and can apply skills; Students are allowed

to make several ways to complete the product to be

made, how it works, and how they manage project

completion time; Project learning involves a process

for students to give and receive feedback on the

quality of their work to be evaluated for further

investigation; The last student presented the project

result in front of the class. Based on this, project-

based learning can provide students with an

opportunity to gain deep content knowledge with

"21st-century skills".

Several types of research on the use of PjBL to

develop thinking skills such as Saripudin research

(2015) resulted in the finding that the PjBL model can

improve students' critical thinking skills on the theme

of environmental management. Chiang and Lee

(2016) conducted research on vocational students in

Taiwan resulted that PjBL not only can improve

students' learning motivation but also train students to

solve the problem (problem-solving skill). Followed

by the findings of Margarida (2014) conducted by the

civil engineering student of Aveiro University,

Portugal resulted in PjBL being able to develop

problem-solving skills and students' high-level

thinking skills (HOTs). The Hava Research (2015)

produced findings that Problem Based Learning

(PBL) and Project Based Learning (PjBL) can

facilitate meaningful learning and develop complex

skills and self-study skills. Complex skills such as

problem-solving skills and HOTs require handling

with a lot of knowledge.

2 METHOD

2.1 Research Design

This research is a type of classroom action research

with the qualitative approach. The researcher as a

ICES 2017 - 1st International Conference on Educational Sciences

lecturer also acts as a practitioner. The research

design uses the protocol/action paradigm The ARPP

consists of 10 steps: 1) diagnose the problem; 2)

generate alternatives; 3) design action plan; 4)

implementation of the action plan; 5) collect and

analyze data; 6) dialogue about process and findings;

7) evaluates outcomes; 8) reflect or dialogue on

results; 9) recommend or decide on next steps; 10)

communicate results (Capella Univesity, 2012).

2.2 Participants

Participants in this action research are students of 2nd

semester of academic year 2017/2018 conducted in

PGSD Campus VI Kebumen UNS who follow the

basic science concept course 1. Participants of 70

people consist 21 men and 49 women with age

between 18-20 years old. High school background in

various science, social, language and vocational

disciplines. The study was conducted for 2 months,

from March to May 2017.

2.3 Instruments

The instrument used in this research is the

observation sheet of the syntax of the model of

Project Based Learning, the observation sheet of

student's impairment for critical and creative

thinking. The tests for measuring high-level thinking

skills include critical thinking and creative thinking

with pre-test and post-test (Joyce and Well, 2001).

Critical thinking skill consists of 6 aspects namely

analysis, explanation, evaluation, interpretation,

conclusion and self-regulation (Facione, 2011).

Creative thinking skills include fluency, originality,

elaboration, and flexibility (Fieldmann, 2001).

2.4 Data Collection Strategies

Data search process utilizes test and nontest

techniques include observation, interview, and

documentation. Interviews were conducted to find the

issues to be researched and to know the problems in

more depth. According to (Atkins and Wallace, 2012)

data from the observation results of teacher activities

and student activities in the process of teaching and

learning activities. In this study, researchers used the

observation tool in the form of rating scale (research

scale) to obtain data on improving critical and

creative thinking skills. Data were obtained

holistically and analyzed by qualitative descriptive

(Hopkins, 1985: 56). Data analysis using the

qualitative method with triangulation technique.

3 RESULTS AND DISCUSSION

High student's thinking ability was conducted by

using PjBL model in science learning. The high-level

thinking skills studied are divided into two aspects:

critical thinking and creative thinking.

Table 1: Results of HOTs analysis of each aspect.

Aspects of HOTs

Percent of Success

(%)

Critical thinking

skills

Creative thinking

skills

Total

100

Table 1 shows that respondents have HOTs on

aspects of critical thinking skills that are better than

creative thinking skills. Critical thinking skills have a

better percentage average than creative thinking skills

using the PjBL model in science learning. Sulaiman

(2017) mentions several approaches in developing

HOTs is to provide questions, problem-solving

activities, project-based learning, simulation,

discussion, role playing, and assigning tasks that have

different levels to the most difficult levels. Based on

the explanation, PjBL model can be one of the

strategies in developing student HOTs. Amanda

(2014) continued that one of the key elements in PjBL

is project-based learning explicitly teaching and

assessing skills such as problem-solving, critical

thinking, collaboration, communication, and

creativity/innovation. Sumarni (2015) explains one of

PjBL's principles is to investigate real-world

problems so as to assist students in practicing

problem-solving skills and intellectual skills. Figure

1 is the average percentage of students' critical

thinking skill in every aspect.

Figure 1: Percentage of critical thinking skills of each

aspect.

8 10 4 2

Percentage of Critical Thinking

The Analysis of High Order Thinking Skill (HOTs) on Science Learning Using Project Based Learning Model

Based on Figure 1 it can be observed that the value

of critical thinking skills on aspects of explanation

becomes the greatest value than any other aspect. The

results of critical thinking skills test analysis indicates

that students are able to explain a concept

appropriately through a form of analysis. Based on

the observation result during the learning, the

development of critical thinking skills on explanation

and analysis aspects always looks good enough to

every meeting. The aspect of self-regulation becomes

the lowest aspect of critical thinking skills. Students

tend to provide more and less supportive assessments

for further learning improvements. The average

student only gives an explanation of the shortcomings

during learning without providing solutions or ideas

for further learning.

Science learning with the PjBL model begins with

brainstorming activities through interesting and

challenging questions tailored to real life as when an

educator asks students, "why do squid or jellyfish

animals move up and down?". The question aims to

explore students' early knowledge of a concept. Initial

information’s obtained from students are continued

by giving the questions to a higher level so as to train

students to analyze the answers to these questions.

Brainstorming activities have a strategic role in

training HOTs of students. Ganapathy (2017)

suggests that to train student HOTs, the average

lecturer conducts brainstorming and problem-solving

activities. This is also supported by several other

lecturers who stated that brainstorming, problem-

solving, interactive lectures are the most widely used

activities to train student HOTs. Alias Masek and

Yamin (2011) explains that brainstorming sessions

can help students to critically consider the best

possible solution for the problems at hand. It

continues that developing questions can engage

students systematically cognitively that encourages

the development of students' reasoning abilities. In

addition, the process of debate and sharing during

brainstorming is able to create a conductive

environment to cultivate critical thinking.

The brainstorming activity becomes the initial

point on order to make project planning. In planning

the project, educators help students by directing them

to create a product. In this study, students directed by

educators to create water rockets (see Figure 2 and

Figure 3). Water rockets are often found in children's

games and are often used as a race arena. Therefore,

making a project with a water rocket theme is

expected to motivate students in learning the existing

concepts in the water rocket game. Based on the

observations, the majority of students are satisfied

with the experiment of making water rockets because

they can directly perform the process of making the

water rocket game up to analyze the existing

concepts. Sumarni (2014) explains one of the

advantages of using PjBL in learning is to improve

student motivation. When teachers are able to apply

PjBL, students can improve their motivation well and

produce complex and high-value work. Followed by

Chiang and Lee (2016) explains that the PjBL method

is able to improve students' learning motivation rather

than traditional learning methods.

Figure 2: Water rocket project development process.

Figure 3: Water rocket project development process.

In making water rocket, the lecturer uses free

inquiry method which means students are directed to

make the hypothesis and problem formulation,

designing tools and materials, assembling tools and

materials, taking data, analyzing data, and taking

conclusions independently with each group. It aims to

train students' creative thinking skills and encourage

them to collaborate. In addition, giving freedom in

making water rockets will motivate students to search

the literature and find out the ideal design of props

independently.

ICES 2017 - 1st International Conference on Educational Sciences

100

The literature search will give students the

opportunity to gain broad insights. This is because

students should look for credible/reliable literature to

get the water rocket design that produces the farthest

throw distance (Xmax). The literature search is one of

the efforts for students to solve a problem (problem-

solving) and to answer the hypothesis that they have

made at the beginning. This is corroborated by

Sumarni (2015) which explains that PjBL will

improve students' ability to seek and obtain

information. Morgil (2008) states that in finding

solutions for project tasks, students can search from

various sources such as online, libraries, field visits,

observations, and so on where the literature search

process is used by students to gain knowledge and

process of finding solutions from the project task. See

(2015) mentions the five skills trained during the

PjBL process is an understanding of the basic design

of the project; Problem-solving skills; Using

sources/references effectively for information;

Ability to communicate, And teamwork. Table 2 is a

type of student literature search.

Table 2: Type of student literature search.

No.

Type of Literature

Percentage (%)

Book

Proceedings / journals

Internet

Video

Direct Observation

Final Project (Thesis, thesis,

dissertation)

Dictate / module

Total

100

Based on table 2, as much as 40% of students use

more internet facilities in the literature search. This is

because through the internet, able to find the material

faster and more alternative/solution answers. In the

21st century, the use of ICT in learning to be one that

needs attention. Bell (2010) explains that in the 21st-

century students use computers in more advanced

ways. Particularly on project-based learning, in the

problem-solving process segments, students can use

a lot of knowledge by using internet facilities.

Therefore, learning by using ICT and visual aids is

also an important factor in learning. The props can be

utilized to explain the concept of science to be more

real, whereas the use of ICT can be used to explain

abstract concept of science in order to be visualized

in the form of picture/video/ animation.

Table 3: Types of media usage in PjBL learning.

Use of media in science

learning

Percentage

Yes (%)

No (%)

ICT

a. Video

b. Presentation software

(power point)

c. Internet (google)

d. Web 2.0 (blog,

youtube)

e. Multimedia simulation

(PHET simulation, Adobe

media flash)

Tool Display

100

Table 3 shows that in science learning with RBL

approach, the most used ICT media type are video,

power point, and the internet. The use of multimedia

simulation is the least used in learning activity

because the concept of motion can be discovered in

daily life. Hence, the educators prefer to direct

students to make a direct observation and project

creation. For example, students observe the

movement of worm animals. If they know the

distance and time value of its movement, the speed of

the worm can be calculated. The other example is

educators use video basketball players who are

throwing the ball into the ring will form a parabolic

motion.

The use of ICT in learning can be used as a

support in developing students HOTs. Ganapathy

(2017) describes his findings that most educators

surveyed have mentioned that various ICT tools used

in learning can help develop students HOTs. They

assume that the use of ICT collecting and presenting

material-related information allows easy access to

online information and helps to plan lessons and seek

new information. In addition, the use of ICT can make

learning more interesting and interactive for students

in the digital age today. Students will be able to study

in a more productive environment especially if the

lecturer knows the importance of HOTs and has a

good understanding of the use of ICT. However, not

all concepts can be explained through ICT. Therefore,

educators need other media such as props and the

creation of water rocket projects.

Based on the results interview the students, they

still find it difficult to design water rocket design if

there is no direct instruction from the educator. In

addition, the making of hypotheses and problem

formulation is still considered difficult for students.

Furthermore, the most difficult for students to find the

data and analyze the data obtained. The reason is that

students are not used to doing project activities

The Analysis of High Order Thinking Skill (HOTs) on Science Learning Using Project Based Learning Model

101

independently. Hence, it is very possible if students'

creative thinking skills are still not good. This is

corroborated by HOTs test score data on aspects of

creative thinking skills have a lower value than the

aspect of critical thinking skills. In addition, time

management in project completion became one of the

obstacles in this study. Grant (2002) explains that one

of the weaknesses of PjBL is that it takes a long time

to solve a complex problem. The impact is on the lack

of time to explain some material/content for

conceptualization. Figure 4 is the average percentage

of students' creative thinking skill in every aspect.

Figure 4: Percentage of creative thinking skills of each

aspect.

Based on Figure 4, the percentage of creative

thinking skills on the aspect of fluency is the greatest

among all aspects. Based on observations during the

learning process, students have many ideas to

produce the ideal water rocket. In designing water

rocket students use various materials in the

manufacture of rocket bodies and propellers/rocket

wings. For example students utilize plastic bottles of

different types and sizes, as well as cardboard and

mica plastics to make propellers/rocket wings.

Furthermore, the shape of propeller/wing of student

rocket is triangular and trapezoidal. Then, the nose

cone rocket is cone-shaped, half-circle, and devoid.

The goal of this process discover a water rocket

design that will produce the farthest throw distance

(xmax). The last process of the student demonstrate

and present the work. The inputs from lecturers and

other groups are used as a reference for improving

their water rockets design. Basically, a water rocket

project undertaken by a student can be completed

properly and the entire water rocket can glide in line

with expectations.

Table 4: Student perceptions of PjBL activities.

Level

Activity

Easy (%)

Medium (%)

Difficult (%)

Total

100

Description: 1: literature search, 2: formulate problems and hypotheses, 3: design water rockets / design tools and materials,

4: create water rockets, 5: create observation tables, 6: determine independent and dependent variables, 7: discussions, 8:

Create project report, 9: presentation.

Based on table 4, student perceptions in literature

search is the easiest activity to do whereas making a

practicum report is the most difficult. The outcome of

interviewing the students indicates that it is difficult

for students to complete the report of practicum

within one week. The reason is that students are not

yet accustomed to making reports in accordance with

the format of scientific papers. Furthermore, making

the independent and dependent variables still become

difficult for the students. The impact is conducting the

experiment obtains some difficulties. Since it is

necessary habituation for students to always write the

observations into scientific reports form so that they

will be accustomed to writing a scientific paper. In

addition, when students frequently perform an

investigation, students will be used to analyze the

independent variables and dependent variables or

other variables.

4 CONCLUSIONS

The results present that students 'HOTs on aspects of

critical thinking skills is better than aspects of

students' creative thinking skills through the PjBL

model on science learning. The process of literature

searching and evaluation and reflection are expected

to be emphasized in the lesson. Furthermore, time

management of project creation needs to be

considered in order to properly convey the material

and concatenation of the concept.

Percentage of Creative Thinking Skill

ICES 2017 - 1st International Conference on Educational Sciences

102

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