ISSN: 2226-6348
Open access
Higher-order thinking skills (HOTS) are increasingly emphasised in science education, yet physics instruction often remains dominated by formula-based problem solving and rote application, providing limited opportunities for students to analyse relationships, construct reasoning, and apply conceptual knowledge to unfamiliar problems. This study examined changes in secondary school students' physics self-report perception following the implementation of a HOTS-oriented instructional approach and explored students' perceptions of HOTS-based learning. The study involved 84 students from a secondary school in Selangor, Malaysia, selected through purposive sampling. The instructional intervention incorporated structured derivation concept maps in the teaching of Newton's law of gravitation to encourage students to connect physical concepts, mathematical relationships, and problem-solving processes. The findings showed a statistically significant increase in critical thinking performance mean scores from pre-test (M = 2.61) to post-test (M = 4.15), with p < .001. Students also reported positive perceptions of HOTS-oriented instruction (M = 4.21), particularly in supporting independent learning and conceptual understanding, while recognising the role of conventional instructional approaches (M = 3.99) in establishing foundational knowledge. These findings suggest that structured HOTS-oriented learning activities have potential to support students' transition from procedural application toward more analytical and conceptually grounded physics problem solving. The study provides preliminary evidence for integrating explicit higher-order reasoning strategies into secondary physics instruction, while highlighting the need for further controlled studies to establish their comparative effectiveness.
Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275–314. https://doi.org/10.3102/0034654314551063
Astrid, A., Hasanah, A., & Syafryadin, S. (2022). Integrating higher order thinking skills (HOTS) into English language teaching for elementary school students: Teachers’ perspectives and challenges. 3L: The Southeast Asian Journal of English Language Studies, 28(3), 217–230. https://doi.org/10.17576/3L-2022-2803-14
Barta, A., Fodor, L. A., Tamas, B., & Szamoskozi, I. (2022). The development of students' critical thinking abilities and dispositions through the concept mapping learning method – A meta-analysis. Educational Research Review, 37, 100481. https://doi.org/10.1016/j.edurev.2022.100481
Battaglia, D. (2020). Explicit teaching of critical thinking skills in communication science and disorders. Teaching and Learning in Communication Sciences & Disorders, 4(2). https://doi.org/10.30707/TLCSD4.2/EGYZ9092
Belouahem, Z. (2020). Rote vs meaningful learning in EFL classes: Perspectives and beliefs. [Master’s thesis, Guelma University]. University of Guelma Institutional Repository. https://dspace.univ-guelma.dz/jspui/handle/123456789/10401
Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. David McKay.
Forehand, M. (2010). Bloom's taxonomy. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. University of Georgia.
Kamaluddin, K., Sudiatmika, A. A. I. A. R., Suma, I. K., & Suardana, I. N. (2024). Meta-analysis: The influence of the PBL learning model on students' critical thinking ability in physics learning. Berkala Ilmiah Pendidikan Fisika, 12(2), 168–176. https://doi.org/10.20527/bipf.v12i2.18086
Lewis, A., & Smith, D. (1993). Defining higher order thinking. Theory Into Practice, 32(3), 131–137. https://doi.org/10.1080/00405849309543588
Lismaya, L. (2019). Berpikir kritis & PBL (Problem Based Learning). Media Sahabat Cendekia.
Ministry of Education Malaysia. (2013). Malaysia education blueprint 2013–2025 (Preschool to post-secondary education). Ministry of Education Malaysia.
Nurhayati, N., Wahyudi, W., & Angraeni, L. (2021). The influence of problem based learning model and critical thinking ability on higher order thinking skills (HOTs) of physics prospective teachers students. Journal of Physics: Conference Series, 2104(1), 012007. https://doi.org/10.1088/1742-6596/2104/1/012007
Rannikmäe, M. (2016). Some crucial areas in science education research corresponding to the needs of the contemporary society. Journal of Baltic Science Education, 15(1), 4–6. https://doi.org/10.33225/jbse/16.15.04
Rasyid, M., Unayah, H., Kuswanto, H., Aminatun, T., Sulistiyawati, S., & Bog, K. J. (2024). A systematic review of pedagogical models to enhance students’ critical thinking in physics learning. Jurnal Pendidikan MIPA, 25(3), 1444-1467.
Stanberry, M. L., & Payne, W. R. (2018). Active learning in undergraduate STEM education: A review of research. In M. Shelley & S. A. Kiray (Eds.), Research highlights in STEM education (pp. 147–164). International Society for Research in Education and Science.
Susanto, E., & Retnawati, H. (2016). Perangkat pembelajaran matematika bercirikan PBL untuk mengembangkan HOTS siswa SMA. Jurnal Riset Pendidikan Matematika, 3(2), 189–197. https://doi.org/10.21831/jrpm.v3i2.10631
Ubaidillah, M., Hartono, H., Marwoto, P., Wiyanto, W., & Subali, B. (2023). How to improve critical thinking in physics learning? A systematic literature review. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), (28), 161-187.
Yanti, F. A., & Thohir, M. A. (2024). Higher order thinking skills in science learning: A systematic review from 2014–2023. International Journal of Evaluation and Research in Education, 13(4). https://doi.org/10.11591/ijere.v13i4.28082
Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they mutually exclusive? Journal of the Learning Sciences, 12(2), 145–181. https://doi.org/10.1207/S15327809JLS1202_1
Rahim, S. N. A. N. A., Othman, E. S., Fadzil, A. F. M., Abdullah, N. F., Sharil, F. S., & Husni, H. (2026). Developing Higher-Order Thinking Skills in Physics: Association of a Structured Concept-Mapping Intervention and Student’s Problem-Solving Self-Report Perception. International Journal of Academic Research in Progressive Education and Development, 15(4), 970–985.
Copyright: © 2026 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode