Teachers’ Assessment of Student Higher Order Thinking Skills Towars Developing Interactive Physical Education Instructional Strategies
DOI:
https://doi.org/10.54097/vdmjtv75Keywords:
Higher Order Thinking Skills, Critical Thinking, Problem SolvingAbstract
This study examines the current state of teaching practices in fostering higher-order thinking skills (HOTS) among students, particularly in the context of Physical Education (PE). The findings reveal an average assessment of HOTS development, suggesting that present teaching methodologies prioritize basic skills over advanced cognitive processes such as analysis, evaluation, and creativity. Moreover, the results indicate equitable assessment across genders, highlighting that teachers apply consistent criteria irrespective of gender, and that both male and female students demonstrate comparable levels of HOTS in PE-related activities.However, the study identifies room for improvement in teaching strategies and assessment methods, as current practices show inconsistency in effectively fostering critical thinking, problem-solving, and independent thought processes. A positive connection between effective teaching strategies and HOTS development underscores the significance of implementing well-designed instructional methods to enhance students' cognitive abilities.Recommendations include integrating activities that promote critical thinking and decision-making, providing targeted training for teachers, developing alternative assessment tools, and revising curriculum and evaluation methods to align with contemporary educational demands. The study emphasizes the need for a collaborative effort among teachers, school administrators, and curriculum planners to ensure that teaching practices and assessments effectively support the development of higher-order cognitive skills in all students.
Downloads
References
[1] Abaniel, A. (2021). Enhanced conceptual understanding, 21st century skills and learning attitudes through an open inquiry learning model in physics. Journal of Technology and Science Education, 11(1), 30–43. https://doi.org/10.3926/jotse.1004
[2] Agbi, A., & Yuangsoi, P. (2022). Enhancement of critical thinking skills in students using mobile-blended learning with a collaborative inquiry-based approach. Humanities, Arts and Social Sciences Studies, 9-20.
[3] Ahmed, J. W. (2024). Problem-Based Learning: A Strategy to Foster 21st Century Critical Thinking and Perseverance in Building Technology Students. BIJOTE-BICHI Journal Of Technology Education, 7(1), 99-111.
[4] Al-Hashem, N., & Saidi, A. (2023). The psychological aspect of cybersecurity: understanding cyber threat perception and decision-making. International Journal of Applied Machine Learning and Computational Intelligence, 13(8), 11-22.
[5] Almulla, M. A. (2023). Constructivism learning theory: A paradigm for students’ critical thinking, creativity, and problem solving to affect academic performance in higher education. Cogent Education, 10(1), 2172929.
[6] Ari Saptano; Suparno and Wibowo. An Analysis of Higher Order Thinking Skills (HOTS) in the Learning of Economics. Universitas Negani Jakarta, Indonesia
[7] Baena-Morales, S., Merma-Molina, G., & Ferriz-Valero, A. (2023). Integrating education for sustainable development in physical education: fostering critical and systemic thinking. International Journal of Sustainability in Higher Education, 24(8), 1915-1931.
[8] Barbosa Neves, B., Franz, R., Judges, R., Beermann, C., & Baecker, R. (2019). Can digital technology enhance social connectedness among older adults? A feasibility study. Journal of Applied Gerontology, 38(1), 49–72. https://doi.org/10.1177/0733464817741369
[9] Blegur, J., Yustiana, Y. R., Taufik, A., Ilham, M., & Hardiansyah, S. (2023). Integrating analytical thinking skills into physical education to improve student learning outcomes. Jurnal Keolahragaan, 11(2), 180-190.
[10] Bolden, B., DeLuca, C., Kukkonen, T., Roy, S., & Wearing, J. (2020). Assessment of creativity in K‐12 education: A scoping review. Review of education, 8(2), 343-376.
[11] Bond M., Bedenlier S. (2019). Facilitating student engagement through educational technology: Towards a conceptual framework. Journal of Interactive Media in Education, .https://doi.org/10.5334/jime.52
[12] Bond M., Buntins K., Bedenlier S., Zawacki-Richter O., Kerres M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, https://doi.org/10.1186/s41239-019-0176-8
[13] Buil I., Catalán S., Martínez E. (2020). Engagement in business simulation games: A self‐system model of motivational development. British Journal of Educational Technology, 51(1), 297–311. https://doi.org/10.1111/bjet.12762
[14] Chen, C., Wang, J., & Zhao, R. (2019). An effective method for incentivizing groups implemented in a collaborative problem-based learning system to enhance positive peer interaction and learning performance. Interactive Learning Environments, 1-20, 435–454. https://doi.org/10.1080/10494820.2019.1663435
[15] Chen, C. M., Li, M. C., & Chen, Y. T. (2022). The effects of web-based inquiry learning mode with the support of collaborative digital reading annotation system on information literacy instruction. Computers & Education, 179, 104428. https://doi.org/10.1016/j.compedu.2021.104428
[16] Chou, R. J., Liang, C. P., Huang, L. Y., & She, H. C. (2022). The impacts of online skeuomorphic physics inquiry-based learning with and without simulation on 8th graders' scientific inquiry performance. Journal of Science Education and Technology, 31(3), 357–371.
[17] Cojorn, K. (2024). A collaborative professional development and its impact on teachers' ability to foster higher order thinking. Journal of Education and Learning (EduLearn), 18(2), 561-569.
[18] Cummins, K. (2020). Higher order thinking skills for students and teachers. from: https://www.innovativeteachingideas.com/blog/higher-order-thinking-skills-for-students-and-teachers
[19] Dhankar, M. (2024). Gender Differences in Sports Performance and its related variables among young athletes. International Journal of Interdisciplinary Approaches in Psychology, 2(9), 209-323.
[20] Di W., Danxia X., Chun L. (2019). The effects of learner factors on higher-order thinking in the smart classroom environment. Journal of Computers in Education, 6(4), https://doi.org/10.1007/s40692-019-00146-4
[21] Dunn, T., & Kennedy, M. (2019). Technology enhanced learning in higher education; motivations, engagement and academic achievement. Computers & Education, 137, 104–113. https://doi.org/10.1016/j.compedu.2019.04.004
[22] Elfeky A. I. M. (2019). The effect of personal learning environments on participants’ higher order thinking skills and satisfaction. Innovations in Education and Teaching International,
[23] https://doi.org/10.1080/14703297.2018.1534601
[24] Ellis, R. A., Bliuc, A. M., & Han, F. (2021). Challenges in assessing the nature of effective collaboration in blended university courses. Australasian Journal of Educational Technology, 37(1), 1–14. https://doi.org/10.14742/ajet.5576
[25] Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education, 130, 81–93.
[26] Firmana, I., & Sofyan, D. (2024). Enhancing Critical Thinking Skills through the Integration of Traditional Sports in Physical Education Teaching. Indonesian Journal of Sport Management, 4(1), 186-195.
[27] Gallardo, K. (2020). The importance of assessment literacy: Formative and summative assessment instruments and techniques. In Workgroups eAssessment: Planning, implementing and analysing frameworks (pp. 3-25). Singapore: Springer Singapore.
[28] Gardiner, P. (2020). Learning to think together: Creativity, interdisciplinary collaboration and epistemic control. Thinking Skills and Creativity, 38, 100749.
[29] Gong, D., Yang, H. H., & Cai, J. (2020). Exploring the key influencing factors on college students' computational thinking skills through flipped-classroom instruction. International Journal of Educational Technology in Higher Education, 17, 1–13. https://doi.org/10.1186/s41239-020-00196-0
[30] Guo, J. (2019). The use of an extended flipped classroom model in improving students' learning in an undergraduate course. Journal of Computing in Higher Education, 31, 1–29.
[31] Heri Retnawati et al. Teachers’ Knowledge About Higher Order Thinking Skills and Its learning Strategy. Yogyakarta State University, IndonesiaHigher-Order Thinking Skills: Why Are They Important? (2021). Retrieved from:
[32] http://doi.org/10.17576/3L-2017-2301-06
[33] https://youaremom.com/parenting/raising-a-child/higher-order-thinking/
[34] Howell, R. A. (2021). Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies. Journal of Cleaner Production, 325, 129318.
[35] Huang B., Hew K. F., Lo C. K. (2019). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106–1126. https://doi.org/10.1080/10494820.2018.1495653
[36] Huang Y.-M., Silitonga L. M., Wu T.-T. (2022). Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills. Computers & Education, 183(July), Article 104494. https://doi.org/10.1016/j.compedu.2022.104494
[37] Kaili Lu et al. Examining the key Influencing Factors on College Students’ Higher Order Thinking Skills in the Smart Classroom Environment. National Engineering Research Center for E-Learning Central China University
[38] Kaur, S. et al. (n.d). Promoting Higher Order Thinking Skills via Teaching Mahiroglu, A. (n.d). Teachers’ Opinions on Students’ Higher Order Thinking
[39] Kim H. J., Yi P., Hong J. I. (2020). Students’ academic use of mobile technology and higher-order thinking skills: The role of active engagement. Education Sciences, 10(3), 47. https://doi.org/10.3390/educsci10030047
[40] 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).
[41] Liu, C., Bano, M., Zowghi, D., & Kearney, M. (2021). Analysing user reviews of inquiry-based learning apps in science education. Computers & Education, 164, 104119. https://doi.org/10.1016/j.compedu.2020.104119
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Journal of Education and Humanities
This work is licensed under a Creative Commons Attribution 4.0 International License.
