Higher Order Thinking Skills in the 21st Century: Critical Thinking

Abstract

High order thinking skills (HOTS) is significant in the 21st-century learning measure since it requires the advancement of high basic reasoning aptitudes. Critical thinking (CT) skills are one piece of the aptitudes requested in the 21st century. CT skills assume a job in furnishing understudies to manage social, logical, and viable issues successfully later on. This article aims to examine the importance of approving CT skills to answer the challenges of the 21st century. The methode use in this a qualitative design with the main source of literature studies on high order thinking skills and critical thinking skills. The process of the litarature review method in this study is to choose a review topic; search for literature; collect, read, and analyze literature; write a review; reference. The result of this study that CT skills can assist understudies with improving HOTS by utilizing a learning model of stimulating thinking skills, for instance, a problem-based learning model.

Higher Order Thinking Skills Achievement for Biology Education Students in Case-Based Biochemistry Learning

“…In fact, case-based learning was an example of a meaningful learning approach (Anwar et al, 2018;Cedere et al, 2020;Fan et al, 2015;Kean & Kwe, 2014;Trifone, 2017). The students engaged in knowledge content development, and learn increasingly important 21st Century skills, such as the ability to work in teams, solve complex problems, and apply knowledge acquisition through one lesson or task to another (Barron & Darling-Hammond, 2008;Miterianifa et al, 2021).…”

“…Biochemistry learning, should not only achieve mastery of knowledge, but must also achieve more important results in the form of thinking skills, including higher-order thinking skills (Saputri et al, 2019). Higher order thinking skills (HOTS) needed in the 21st century (Miterianifa et al, 2021) in some lessons in schools are still not effective in instilling HOTS, due to many aspects, including the role of the teacher (Yen & Halili, 2015). In addition, subject matter and exam questions are still dominated by low-level thinking skills (Agustina et al, 2021;Black, 2020).…”

H-CUP: Increasing Higher Order Thinking Skills Levels through a Framework Based on Cognitive Apprenticeship, Universal Design and Project Based Learning

“…Merged with problem-solving skills (ability to define and determine the cause of a problem and select and implement appropriate solution), decision-making (ability to choose the best solution from a group) and metacognitive thinking (ability to organize, guide and control one's thinking, actions and learning processes) the Bloom's HOTS set is introduced (Miterianifa, Shadi, Saputro, & Suciati, 2020). Together these skills enhance the construction of deeper conceptually-driven understanding, allowing persons to be able to "analyze and evaluate complex information, categorize, manipulate and connect facts, troubleshoot for solutions, understand concepts, connections and big-picture thinking, problem solve, ideate and develop insightful reasoning" (Top Hat, 2021).…”

Pendampingan Guru Dalam Pemahaman Konsep Local Wisdom Dan Penyusunan Soal Berbasis Hots Sebagai Upaya Mengembangkan Berpikir Kreatif Siswa SMP Kota Ambon

“…Pendidik dituntut untuk mampu menerapkan jenis asesmen yang benar, tepat, dan berterima dalam mendukung keberhasilan belajar para peserta didik. Pendidik memberikan asesmen untuk merefleksikan kekurangan dalam pembelajarannya dan menilai pencapaian belajar setiap peserta didik (Miterianifa et al, 2021). Pendidik dituntut untuk mampu menerapkan jenis asesmen yang benar, tepat, dan berterima dalam mendukung keberhasilan belajar para peserta didik.…”

“…Menurut (Miterianifa et al, 2021) menyatakan bahwa "HOTS atau keterampilan berpikir tingkat tinggi dibagi menjadi empat kelompok, yaitu pemecahan masalah, membuat keputusan, berpikir kritis dan berpikir kreatif". Hal ini juga harus dibarengi dengan kemampuan guru dalam membuat soal HOTS.…”