ISSN: 2226-6348
Open access
This study explores secondary school Malaysian teachers' conceptions of Bloom’s Taxonomy of the cognitive domain and their integration of Higher Order Thinking Skills (HOTS) in science instruction and assessment. Employing a qualitative research design, the study involved semi-structured interviews with four science teachers from two secondary schools to investigate (1) teachers' understanding and perceptions of Bloom’s Taxonomy, and (2) their strategies for incorporating HOTS in their instructional and assessment practices. The findings unveiled the teachers’ optimistic views on Bloom’s Taxonomy and its perceived positive impact on student learning. However, their integration of the taxonomy into instruction was limited, with the inclusion of Lower Order Thinking Skills (LOTS) and HOTS tasks and activities contingent on the academic abilities of the student groups. Notably, some teachers harbor a misconception that only high-ability students can engage in HOTS, leading to an emphasis on LOTS activities in classrooms with lower-ability students. Additionally, teachers were found to utilize different sets of pedagogical approaches and strategies when dealing with low-ability and high-ability groups of learners. The study concludes that there is a critical need for targeted professional development to correct misconceptions and enhance teacher capabilities in effectively integrating HOTS. Future research should examine the influence of teacher beliefs on instructional practices more comprehensively, incorporating classroom observations and document analysis to provide a more holistic understanding of how cognitive domain theories are integrated into practical teaching methodologies.
Abdullah, A. H., Mokhtar, M., Abd Halim, N. D., Ali, D.F., Tahir, M. L., & Abdul Kohar, U. H. (2017). Mathematics teachers’ level of knowledge and practice on the implementation of Higher Order Thinking Skills (HOTS). EURASIA Journal of Mathematics Science and Technology Education, 13(1), 3-7.
Abdullah, N. H. H., & Darusalam, G. (2018). Teacher readiness in implementing higher level thinking skills in teaching. Asia Pacific Curriculum and Teaching Journal, 6(3), 22-31.
Alsheqeeti, H. (2014). Interviewing as a data collection method: A critical review. English Linguistics Research, 3(1), 39-45.
Ambotang, A. S., & Gobalakrishnan, S. (2017). Tahap integriti dan kesediaan guru dengan pelaksanaan pentaksiran berasaskan sekolah rendah. International Journal of Education, Psychology and Counseling, 2(4), 1-22.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. Longmans.
Anggeraeni, D. M., & Sole, F. B. (2020). Analysis of science teachers’ understanding of Higher Order Thinking Skills (HOTS) and their implementation in learning. Journal Penelitian Pendidikan, 6(2), 210-214. DOI: 10.29303/jppipa.v6i2.411
Astalin, P. K. (2013). Qualitative research designs: A conceptual framework. International Journal of Social Science and Interdisciplinary Research, 2(1), 118-124.
Azhari, M., & Ismail, Z. (2013). Pengaruh kompetensi guru matematik ke atas amalan pengajaran kreatif. 2nd International Seminar on Quality and Affordable Education. Universiti Teknologi Malaysia, Johor, 181-187.
Benoot, C., Hannes, K., & Bilsen, J. (2016). The use of purposeful sampling in a qualitative evidence synthesis: A worked example on sexual adjustment to a cancer trajectory. Technical Advance, 16(21), https://link.springer.com/content/pdf/10.1186/s12874-016-0114-6.pdf
Brikci, N., & Green, J. (2007). A guide to qualitative research methodology. Medicins Sans Frontiers.
Cheda, K., & Utha, K. (2021). Science teachers’ understanding of higher order thinking skills. International Journal of English Literature and Social Sciences, 6(5), 200-208. https://dx.doi.org/10.22161/ijels.65.32
Che Seman, S., Wan Yusoff, W. M., & Embong, R. (2017). Teachers challenges in teaching and learning for higher order thinking skills (HOTS) in primary school. International Journal of Asian Social Science, 7(7), 534-545. DOI:10.18488/journal.1.2017.77.534.545
Ching, H. Y., & da Silva, E. C. (2017). The use of Bloom’s taxonomy to develop competences in students of a business undergraduate course. Journal of International Business and Education, 12, 107–126.
Chusni, M. M., Saputro, S., Suranto, & Rahardjo, S. B. (2022). Empowering critical thinking skills on different academic levels through discovery-based multiple representation learning. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 41(2), 330-339, https://doi.org/10.21831/cp.v41i2.41105
Cresswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE.
Curriculum Development Division. (2016). Panduan Pelaksanaan Pentaksiran Sekolah. Kementerian Pendidikan Malaysia.
Education Review Office. (2018). Evaluation at a glance: A decade of assessment in New Zealand primary schools – practice and trends. Education Review Office.
Hyett, N., Kenny, A., & Dickson-Swift, V. (2014). Methodology or method? A critical review of qualitative case study reports. Qualitative Studies on Health and Well-being, 9(10) https://doi.org/10.3402%2Fqhw.v9.23606
Ishartono, N., Desstya, A., Prayitno, H. J., & Sidiq, Y. (2021). The quality of HOTS-based science questions developed by Indonesian elementary school teachers. Journal of Education Technology, 5(2), 236-245. https://ejournal.undiksha.ac.id/index.php/JET
Juhari, N. A. A., & Zakaria, Z. (2024). Malaysian science teachers’ tech-infused instruction and assessment strategies. Asian Journal of Research in Education and Social Sciences, 6(1), 162-176.
Kadijevich, D. M., Stephens, M., Solares-Rojas, A., Guberman, R. (2023). Impacts of TIMSS and PISA on mathematics curriculum reforms. In: Shimizu, Y., Vithal, R. (Eds), Mathematics curriculum reforms around the world. New ICMI Study Series. Springer, Cham. https://doi.org/10.1007/978-3-031-13548-4_22
Kassim, N., & Zakaria, E. (2015). Integrasi kemahiran berfikir aras tinggi dalam pengajaran dan pembelajaran matematik: Analisis keperluan guru. Persidangan Serantau Siswazah Pendidikan, 60-67. Proceeding Book – Education Graduate Regional Conference in Counseling Centre, Editor Sri Milfayetty, Muhammad Saffuan Abdullah, State University of Medan. Penerbit Unimed Pres.
Krathwohl, D. R. (2002). A revision of Bloom’s Taxonomy: An overview. Theory into Practice, 41(4), 212-218.
Leong, S. C. (2020). Elements of a Standards-referenced Assessment. In SEAB Assessment in Singapore: Getting Ready for the 2020s (pp. 11–16). Singapore Examinations and Assessment Board.
Lindahl, K. (2016). To HOTs or not? Higher order thinking for English language learners. TESOL International Association, http://blog.tesol.org/to-hots-or-not-higher-order-thinking-for-ells/
Mahamod, Z., & Lim, N.R. (2011). Kepelbagaian kaedah penyoalan lisan dalam pengajaran Bahasa Melayu: Kaedah Pemerhatian. Jurnal Pendidikan Bahasa Melayu, 1 (5): 51-65.
Mat Nor, N. A., & Kamarudin, N. (2017). Implementation of higher-level thinking skills (HOTS): Teacher readiness in teaching and learning design and technology in primary schools. International Journal of Education and Sciences (IRJES), 1(1).
Mayer, R. E. (2002). Rote versus meaningful learning. Theory into Practice, 41(4), 226-232.
Ali, M. R., Veloo, A., & Krishnasamy, H. N. (2015). Implementation of School-based Assessment: The experienced teachers’ thoughts. Australian Journal of Basic and Applied Sciences, 9(18), 72-78.
Jaafar, M. N. A., Zakaria, Z., & Zulkipli, Z. A. (2024). Examining laboratory assessment: Science teachers’ strategies and tools in focus. International Journal of Advanced Research in Education and Society, 6(1), 394-407.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). San Francisco, CA: Jossey-Bass.
Ministry of Education Malaysia. (2017). Malaysian education system, curriculum reform: The Malaysian Experience https://home.kku.ac.th/crme/File%20paper/apec2016/MALAYSIAN%20EDUCATION%20SYSTEM.pdf
Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013-2025. Preschool to post-secondary education. Ministry of Education Malaysia/
Mohamed, R., & Lebar, O. (2017). Authentic assessment in assessing higher order thinking skills. International Journal of Academic Research in Business and Social Sciences, 7(2), 466-476.
Zhaffar, M. N., Wan Abdullah, W. A. A., Nor, N., Musa, N. A., & Othman, M. S. (2021). Issues and challenge of the implementation of HOTS in religious teaching in Malaysia. International Journal of Academic Research in Progressive Education and Development, 10(2), 308-316. http://dx.doi.org/10.6007/IJARPED/v10-i2/9789
Momen, A., Ebrahimi, M., & Hassan, A. M. (2022). Importance and implications of theory of Bloom’s Taxonomy in different fields of education. Proceedings of the 2nd International Conference on Emerging Technologies and Intelligent Systems, DOI: 10.1007/978-3-031-20429-6_47
Narinasamy, I., & Nordin, A. (2018). Implementing Classroom Assessment in Malaysia: An investigation. Jurnal Kurikulum, 3, 55-63.
National Board of Education. (1999). A framework for evaluating educational outcomes in Finland (National Board of Education, Evaluation 8/1999). University Printing House.
Nor, N., Suhaimi, N., Wahab, N. S. A., Ismail, M. K. C., Noh, M. A. C., & Razak, K. A. (2015).Pelaksanaan KBAT dalam pengajaran dan pembelajaran pendidikan islam sekolah menengah:Satu tinjauan di Putrajaya. Proceeding of 7th International Seminar on Regional Education, Pekan Baru Riau Indonesia, (pp. 361-375)
Nusche D., Laveault, D., MacBeath, J., & Santiago, P. (2012). OECD Reviews of Evaluation and Assessment in Education. Organisation for Economic Co-operation and Development.
OECD. (2010). PISA 2009 results: Overcoming social background—Equity in learning opportunities and outcomes (Vol. II). Organisation for Economic Co-operation and Development.
OECD. (2019). PISA 2018 assessment and analytical framework. Organisation for Economic Co-operation and Development.
Palinkas, J., Horwitz, S., Green, C., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposive sampling for qualitative data collection and analysis in mixed method implementation research. Administrative Policy Mental Health, 42(5), 533-544.
Palys, T. (2008). Purposive sampling. In L. M. Given (Ed.) The Sage Encyclopedia of Qualitative Research Methods. (Vol.2). SAGE, pp. 697-698.
Patton, M. (1990). Qualitative evaluation and research methods. SAGE.
Pratiwi, P. H., Hidayah, N., & Martiana, A. (2017). Pengembangan modul mata kuliah penilaian pembelajaran sosiologi berorientasi HOTS. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 36(2), 201-209, https://doi.org/10.21831/cp.v36i2.13123
Rosli, R., Mokhsein, S. E., & Suppian, Z. (2022). Classroom assessment practices in Malaysian primary schools: A meta-analysis. International Journal of Academic Research in Progressive Education and Development, 11(1), 97-111. http://dx.doi.org/10.6007/IJARPED/v11-i1/11516
Samo, D. D. (2017). Pre-service mathematics teachers’ conception of higher-order thinking level in Bloom’s Taxonomy. Journal of Mathematics Education, 6(2), 121-136.
Stake, R. E. (1998). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry Vol. 2, (pp. 86-109). SAGE.
Suhaili, A. (2014) Exploring teachers' experiences on integration of higher order thinking skills (HOTS) in teaching of science. Master’s thesis, Universiti Malaysia Sarawak, UNIMAS.
Sulaiman, T., Ayub, M. A. F., & Sulaiman, S. (2015). Curriculum change in English language curriculum advocates higher order thinking skills and standards-based assessments in Malaysian primary schools. Mediterranean Journal of Social Sciences, 6(2), 494-500.
Suri, H. (2011). Purposeful sampling in qualitative research synthesis. Qualitative Research Journal, 11(2), 63-75.
Tan, K. H. K. (2022). Assessment reforms in Singapore. In: Lee, YJ. (eds) Education in Singapore. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 66. Springer. https://doi.org/10.1007/978-981-16-9982-5_14
Tan, Y. P., & Arshad, M. Y. (2014). Teacher and student questions: A case study in Malaysian secondary school problem-based learning. Asian Social Science, 10(4), 174–182.
Vainikainen, M. P., & Harju-Luukkainen, H. (2020). Educational Assessment in Finland. In: Harju-Luukkainen, H., McElvany, N., Stang, J. (eds) Monitoring Student Achievement in the 21st Century. Springer. https://doi.org/10.1007/978-3-030-38969-7_11
Wan Yusoff, W. M., & Che Seman, S. (2018). Teachers’ knowledge of higher order thinking and questioning skills: A case study at a primary school in Terengganu, Malaysia. International Journal of Research in Progressive Education and Development, 7(2), 45-63. http://dx.doi.org/10.6007/IJARPED/v7-i2/4120
Yin, R. K. (2014). Case study research design and methods. SAGE.
Yoki, A., Ari, P., Reisky, B., & Zamroni, Z. (2018). Buku pegangan pembelajaran berorientasi pada keterampilan berpikir tingkat tinggi: Program peningkatan kompetensi pembelajaran berbasis zonasi. Direktoral Jenderal Guru dan Tenaga Kependidikan.
Zakaria, Z., Rizal, A. I. S., & Mohamed, A. M. D. (2024). Assessment in action: Investigating the practices of Malaysian physical and health education teachers. International Journal of Academic Research in Progressive Education and Development, 13(1), 2187-2204. http://dx.doi.org/10.6007/IJARPED/v13-i1/21046
Zakaria, Z., & Latif, A. A. (2021). Teachers’ ability to interpret and use evidence to inform instruction. Prosiding Seminar Kebangsaan Majlis Dekan Pendidikan Universiti Awam Malaysia, Universiti Sains Islam Malaysia,
https://oarep.usim.edu.my/jspui/handle/123456789/17949?offset=60
(Shah & Zakaria, 2024)
Shah, N. F. A. Z., & Zakaria, Z. (2024). The Integration of Higher Order Thinking Skills in Science Classrooms: Malaysian Teachers’ Perspectives and Practice. International Journal of Academic Research in Progressive Education and Development, 13(2), 570–586.
Copyright: © 2024 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 seenavc at: http://creativecommons.org/licences/by/4.0/legalcode