Development of high order thinking skills in Indonesian teachers

Introduction. The 21^st century teachers need be able to create students who are creative and have critical thinking skills which are possibly obtained by implementing high order thinking skills (HOTS) in learning activities.

Aim. This study aims to examine whether teacher professional knowledge (TPK) can improve teacher’s critical thinking (CT) and whether HOTS literacy (HL) and teacher professional development (TPD) can mediate the relationship between TPK and CT.

Methodology and research methods. This study is explanatory research with 724 teachers serves as respondents. The analysis was carried out using WarpPLS and data were collected through questionnaire.

Results and scientific novelty. The research results demonstrate that TPK affect CT directly and indirectly. HL and TPD intermediate the relationship of TPK on CT.

Practical significance. This study provides important information to relevant stakeholders, such as the Ministry of education, universities, and schools which explains or proposes factors that can improve teachers’ ability in developing critical thinking or higher-order thinking based questions. This information needs to be immediately known so stakeholders or policy makers can design appropriate regulations or policy that can develop teacher capacity and education curriculum.  

1. Ennis R. H. Critical thinking: A streamlined conception. US: Palgrave Macmillan; 2015. 31–47 p.

2. Tan S. Y., Halili S. H. Effective teaching of Higher-Order Thinking (HOT) in education. The Online Journal of Distance Education and e-Learning. 2015; 3 (2): 41–47.

3. Tanujaya B., Mumu J., Margono G. The relationship between Higher Order Thinking skills and academic performance of student in mathematics instruction. International Education Studies. 2017; 10 (11): 78–78. DOI: 10.5539/ies.v10n11p78

4. Goddu G. C. Critical thinking by Alec Fisher. Cambridge: Cambridge University Press; 2001. 1–249 p.

5. Baten C. E. Your classroom. Journal of Education. 1918; 88: 495–496. DOI: 10.1177/002205741808801819

6. Fisher R. Teaching thinking and creativity Developing creative minds and creative futures Thinking. Early Child Development and Care. 1998; 141: 1–15.

7. Possin K. Why teach critical thinking: Commentary on “Why Not Teach Critical Thinking” by B. Hamby. In: OSSA Conference Archive [Internet]; 2016. University of Windsor; 2016 [cited 2021 July 09]. 9 p. Available from: https://www.researchgate.net/publication/332304331_Why_Teach_Critical_Thinking_Commentary_on_Why_Not_Teach_Critical_Thinking_by_B_Hamby

8. Widana I. W. Higher Order Thinking skills assessment (HOTs). Jisae: Journal of Indonesian Student Assesment and Evaluation. 2017; 3 (1): 32–44. DOI: 10.21009/jisae.031.04

9. Kumar Chakraborty U., Das S. Automatic free text answer evaluation using knowledge network. International Journal of Computer Applications. 2015; 117 (3): 5–8. DOI: 10.5120/20532-2876

10. Banta T. W. Teaching that assessment course! Assessment Update. 2015; 27 (3): 3–14. DOI: 10.1002/au.30020

11. Mursalin E. T. Development of authentic assesment tools in physics science learning. Journal of Physics: Conference Series. 2018; 1028 (1): 65–72. DOI: 10.1088/1742-6596/1028/1/012200

12. Bell E., Allen R., Brennan P. Assessment of higher order thinking skills: A discussion of the data from the 2001 random sampling exercise and a workshop for teachers. Australia: Queensland Board of Senior Secondary School Studies; 2001. 41 p.

13. Gobbo B. K., Shmulsky S., Bower M., Manual S. Strategies for teaching STEM subjects to college students with autism spectrum disorder. Journal of College Science Teaching. 2018; 047 (06): 12–18. DOI: 10.2505/4/jcst18_047_06_12

14. Paesani K. Teacher professional development and online instruction: Cultivating coherence and sustainability. Foreign Language Annals. 2020; 53 (2): 292–297. DOI: 10.1111/flan.12468

15. Valiandes S., Neophytou L. Teachers’ professional development for differentiated instruction in mixed-ability classrooms: Investigating the impact of a development program on teachers’ professional learning and on students’ achievement. Teacher Development. 2018; 22 (1): 123–138.

16. Surjanti J., Wijayati D. T., Hadi H. K., Muafi. The relationship pattern of social support, work stress, and work satisfaction; a context of non-certified primary education teacher in Indonesia. In: 31st International Business Information Management Association Conference: Innovation Management and Education Excellence through Vision 2020, IBIMA 2018 [Internet]; 2018 25–26 Apr; Milan, Italy. Milan, Italy: International Business Information Management Association, IBIMA; 2018 [cited 2021 July 09]; p. 489–495. Available from: https://www.scopus.com/record/display.uri?eid=2-s2.0-85060785995&origin=inward&txGid=484b3563e97a0ec95801cf7f9b5b77c9

17. Tinto V., Angelo T. A., Gray P. J. Assessment about the impact of learning communities on students? Assessment Update. 2000; 12 (2): 10–13.

18. Lin S. H. P., Jiar Y. K. Relationships between LINUS teachers’ knowledge of basic language constructs, teaching experience and perceived teaching abilities. Universal Journal of Educational Research. 2018; 6 (9): 1962–1973. DOI: 10.13189/ujer.2018.060915

19. Masek A., Yamin S. The effect of problem based learning on critical thinking ability: A theoretical and empirical review alias. International Review of Social Sciences and Humanities. 2011; 2 (1): 215–221.

20. Allard A., Doecke B. Professional knowledge and standards-based reforms: Learning from the experiences of early career teachers. English Teaching: Practice and Critique. 2014; 13 (1): 39–54.

21. Hordern J. Teaching, teacher formation, and specialised professional practice. European Journal of Teacher Education. 2015; 38 (4): 431–444. DOI: 10.1080/02619768.2015.1056910

22. Szabo Z., Schwartz J. Learning methods for teacher education: the use of online discussions to improve critical thinking. Technology, Pedagogy and Education. 2011; 20 (1): 79–94. DOI: 10.1080/1475939X.2010.534866

23. Denisa K. Authentic assesment in context of ESP. In: International Scientific and Practical Conference “WORLD SCIENCE”. Proceedings of the 2nd International Scientific and Practical Conference “Innovative Technologies in Science”; 2016 Feb 25–26; Dubai, UAE. № 3 (7), Vol. 4. Ajman, UAE: Scientific and Educational Consulting Group “WORLD Science”; 2016. p. 24–28.

24. Albitz R. S. The what and who of information literacy and critical thinking in higher education. Portal: Libraries and the Academy. 2007; 7 (1): 97–109.

25. Dwyer C. P., Hogan M. J., Stewart I. An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity. 2014; 12: 43–52.

26. Lai E. R. Critical thinking: A literature review research report [Internet]. 2011 [cited 2021 July 09]. Available from: http://www.pearsonassessments.com/research

27. Ennis R. H. Critical thinking dispositions: Their nature and assessability. Informal Logic. 1996; 18 (2): 165–182. DOI: 10.22329/il.v18i2.2378

28. Ennis R. H. The nature of critical thinking: An Outline of critical thinking dispositions and abilities. University of Illinois. 2011; 2 (4): 1–8.

29. Elder L., Paul R. Critical thinking: The nuts and bolts of education. Optometric Education. 2008; 33: 88–91.

30. Buckley P. Introduction to critical thinking. In: Doyle E., Buckley P., Carrol C. (eds.). lnnovative Business School Teaching. New York: Routledge; 2014. p. 105–108. DOI: 10.4324/9780203113684

31. Jacob C. Critical thinking in the chemistry classroom and beyond. Journal of Chemical Education. 2004; 81 (8): 1216–1223. DOI: 10.1021/ED081P1216

32. Ennis R. H. The nature of critical thinking: Outlines of general critical thinking dispositions and abilities [Internet]. University of Illinois. 2011 [cited 2021 July 09]; 2 (4): 1–8. Available from: http://criticalthinking.net/wp-content/uploads/2018/01/The-Nature-ofCritical-Thinking.pdf

33. Davies M. A Model of critical thinking in higher education. 2015; 30 151–186. DOI: 10.1007/978-3-319-12835-1_2

34. King F. J., Goodson L., Rohani F. Higher Order Thinking skills. Florida: Florida State University; 1998. 176 p.

35. Sormunen C., Chalupa M. Critical thinking skills research: Developing evaluation techniques. Journal of Education for Business. 2010; 69 (3): 172–177. DOI: 10.1080/08832323.1994.10117679

36. Pithers R. T., Soden R. Critical thinking in education: A review. Educational Research. 2010; 42 (3): 237–249. DOI: 10.1080/001318800440579

37. Serevina V., Sari Y. P., Maynastiti D. Developing high order thinking skills (HOTS) assessment instrument for fluid static at senior high school. Journal of Physics: Conference Series. 2019; 1185 (1). DOI: 10.1088/1742-6596/1185/1/012034

38. Chai C. S. Teacher professional development for Science, Technology, Engineering and Mathematics (STEM) education: A review from the perspectives of Technological Pedagogical Content (TPACK). Asia-Pacific Education Researcher. 2019; 28 (1): 5–13. DOI: 10.1007/S40299-018-0400-7

39. Soti O. F. Professional development in Food and Textiles Technology in Samoa: How can we improve learning in the classroom? Pacific-Asian Education Journal. 2019; 31: 89–100.

40. Bozkuş K., Bayrak C. The application of the dynamic teacher professional development through experimental action research. International Electronic Journal of Elementary Education. 2019; 11 (4): 335–352.

41. Romero G., Vasilopoulos G. From rural China to Canada: Communities of practice to support a teacher professional development study program abroad. The Electronic Journal for English as a Second Language [Internet]. 2020 [cited 2021 July 09]; 23 (4). Available from: https://files.eric.ed.gov/fulltext/EJ1242662.pdf

42. Gupta A., Lee G. L. The effects of a site-based teacher professional development program on student learning. International Electronic Journal of Elementary Education. 2020; 12 (5): 417–428. DOI: 10.26822/iejee.2020562132

43. Wai Kit L., Debbita Ai Lin T., Ganapathy M. ESL Teachers’ HOT pedagogical practices via ICT: A case study. Pertanika Journal of Social Sciences & Humanities. 2020; 28 (S2): 321–335.

44. Clarke M., Killeavy M., Moloney A. The genesis of mentors’ professional and personal knowledge about teaching: Perspectives from the Republic of Ireland. European Journal of Teacher Education. 2013; 36 (3): 364–375. DOI: 10.1080/02619768.2012.755513

45. Dreher A., Kuntze S. Teachers’ professional knowledge and noticing: The case of multiple representations in the mathematics classroom. Educational Studies in Mathematics. 2015; 88 (1): 89–114. DOI: 10.1007/s10649-014-9577-8

46. Krauskopf K., Foulger T. S., Williams M. K. Prompting teachers’ reflection of their professional knowledge. A proof-of-concept study of the Graphic Assessment of TPACK Instrument Karsten. Teacher Development. 2018; 22 (2): 153–174.

47. Tsang K. K. The purpose of teaching and teaching experience: A preliminary analysis of a qualitative research in progress. Alberta Journal of Educational Research. 2015; 61 (1): 103–105.

48. Watson A., Miller T., Patty T. Peer collaboration in an early field teaching experience: A replicable procedure for pre-service teacher trainers. Education. 2011; 131 (4): 798–798.

49. Zanin-Yost A., Freie C. Voices and choices: Critical information/media literacy and behrman’s practices. Reference Librarian. 2020; 61 (2): 133–153. DOI: 10.1080/02763877.2020.1755765

50. Pötzsch H. Critical digital literacy: Technology in education beyond issues of user competence and labour-market qualifications. TripleC. 2019; 17 (2): 221–240. DOI: 10.31269/triplec.v17i2.1093

51. Cooke N. A. Critical library instruction as a pedagogical tool. Communications in Information Literacy. 2020; 14 (1): 86–96. DOI: 10.15760/comminfolit.2020.14.1.7

52. Goodsett M. Best practices for teaching and assessing critical thinking in information literacy online learning objects. The Journal of Academic Librarianship. 2020; 46 (5). DOI: /10.1016/j.acalib.2020.102163

53. Jampel I. N., Lasmawan I. W., Ardana I. M., Ariawan I. P. W., Sugiarta I. M., Divayana D. G. H. Evaluation of learning programs and computer certification at course institute in bali using cse-ucla based on saw simulation model. Journal of Theoretical and Applied Information Technology. 2017; 95 (24): 6934–6949.

54. Solimun, Fernandes A. A. R., Nurjannah. Metode Statistika Multivariat Pemodelan Persamaan Struktural (SEM) Pendekatan WarpPLS. Malang: Universitas Brawijaya Press; 2017. 190 p. (In Indonesian)

55. Hair Jr. F. J., Sarstedt M., Hopkins L., G. Kuppelwieser V. Partial least squares structural equation modeling (PLS-SEM). European Business Review. 2014; 26 (2): 106–121. DOI: 10.1108/EBR-10-2013-0128