Exploring the Structure and Level of Senior High School Students’ Scientific Higher-order Thinking Skills in Science Education
DOI:
https://doi.org/10.69569/jip.2025.027Keywords:
Critical thinking, Metacognition, Science self-efficacy, Scientific reasoning, Scientific Higher- Order Thinking Skills (S-HOTS)Abstract
This study aimed to determine the level of Scientific Higher Order Thinking Skills (S-HOTS) of the Grade 11 students in selected schools of Zamboanguita Districts 1 and 2, Negros Oriental. The researcher utilized a descriptive-correlational survey and employed systematic random sampling. The respondents of the study were the 148 senior high school students from the two public high schools in Zamboanguita, Negros Oriental. The researcher used a validated survey questionnaire and employed percent, weighted mean, mean, and Spearman Rank Correlation Coefficient in treating the data. Findings showed that students exhibit high levels of S-HOTS across multiple dimensions, including critical thinking, creative thinking, metacognition, science self-efficacy, and scientific reasoning. The data also unveiled that students' overall Earth and Life Science and Physical Science performance is categorized as 'satisfactory’. Moreover, the study found that the students' metacognition and science self-efficacy are significantly correlated to their academic performance. However, no significant relationships were observed between academic performance and the following variables: critical thinking, creative thinking, and scientific reasoning. Educators might focus on improving students’ abilities to integrate and reorganize information creatively, encouraging more practice in activities like problem-based learning, project work, or tasks that require reimagining concepts in new ways.
Downloads
References
Acido, J.V., & Caballes, D.G. (2024). Assessing educational progress: A comparative analysis of PISA results (2018 vs. 2022) and HDI correlation in the Philippines. World Journal of Advanced Research and Reviews, 21(1), 462-474. https://doi.org/10.30574/wjarr.2024.21.1.0020
Ajaja, O. P., & Agboro-Eravwoke, U. O. (2017). Collection and analysis of students' metacognitive orientations for science learning: A survey of science classrooms in Delta State, Nigeria.
The Electronic Journal for Research in Science & Mathematics Education, 21(8). https://doi.org./10.30574/wjarr.2024.21.1.0020
Akpur, U. (2023). Creativity and Academic Achievement: A Meta-Analysis. European Journal of Educational Sciences, 10(2), 207-226. https://doi.org./10.19044/ejes.v10no2a207 Akpur, U. (2020). Critical, Reflective, Creative Thinking and Their Reflections on Academic Achievement. Thinking Skills and Creativity, 37, 100683.
https://doi.org./10.1016/j.tsc.2020.100683
American Management Association. (2019). AMA Critical Skills Survey: Workers Need Higher Level Skills to Succeed in the 21st Century. Retrieved from https://tinyurl.com/msy73x8z Anggraeni, D.M., & Sole, F.B. (2020). Analysis of Science Teachers' Understanding of High Order Thinking Skills (HOTS) and Their Implementation in Learning. Jurnal Penelitian
Pendidikan IPA, 6(2), 210-214. https://doi.org./10.29303/jppipa.v6i2.411
Arifiyyati, M. F., Rofi’ah, N. L., & Listyono, L. (2023). Correlation between scientific literacy with higher order thinking skills and self-efficacy in biology learning. Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi Dan Biologi, 5(2), 166–176. https://doi.org/10.30821/biolokus.v5i2.1633
Cyril, M. (2023). Correlate and Non-Correlate of Postgraduates’ Critical Thinking Abilities and Academic Achievement in Science Education. GSJ, 11(2), 417.
Darmaji, D., Kurniawan, D.A., Astalini, A., & Rini, E.F.S. (2022). Science processing skill and critical thinking: Reviewed based on the gender. JPI (Jurnal Pendidikan Indonesia), 11(1), 133-
141. https://doi.org./10.23887/jpi-undiksha.v11i1.35116
Defiño, F.Q., Ducay, J.C., & Soberano, K.T. (2022). Modular Learning Approach: A Glimpse at Students' Self-Efficacy and Academic Performance in Challenging Times. Globus Journal of Progressive Education, 12(2). https://doi.org./10.46360/globus.edu.22022200
Despojo, A.G.B. (2024). Teachers’ Practices on the 21ST Century Skills And Senior High School Students’ Academic Performance In The Core Subjects. Ignatian International Journal for Multidisciplinary Research, 2(3), 927-962. https://doi.org./10.5281/zenodo.10869618
Farillon, L. (2022). Scientific Reasoning, Critical Thinking, and Academic Performance in Science of Selected Filipino Senior High School Students. Utamax : Journal of Ultimate Research and Trends in Education, 4(1), 50-62. https://doi.org./10.31849/utamax.v4i1.8284
Fitriani, A., Zubaidah, S., Susilo, H., & Al Muhdhar, M.H.I. (2020). The correlation between critical thinking skills and academic achievement in biology through problem based learning- predict observe explain (pblpoe). International Journal of Learning and Teaching, 6(3), 170-176. https://doi.org./10.18178/ijlt.6.3.170-176
Hamzah, H., Hamzah, M.I., Zulkifli, H. (2022). Systematic Literature Review on the Elements of Metacognition-Based Higher Order Thinking Skills (HOTS) Teaching and Learning Modules. Sustainability, 14, 813. https://doi.org./10.3390/su14020813
Hayat, A.A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model. BMC medical education, 20(1), 1-11. https://doi.org./10.1186/s12909-020-01995-9
Himmatussolihah, N., Ashadi, N., & Susanti, V. H. E. (2020). Critical thinking skills of 10th grade students and the effect on learning achievement. Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). https://doi.org/10.2991/assehr.k.200129.118
Hindun, I., Nurwidodo, N., & Wicaksono, A.G.C. (2020). Metacognitive awareness components of high-academic ability students in biology hybrid learning: Profile and correlation. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(1), 31-38. https://doi.org./10.22219/jpbi.v6i1.11097
Jayanti, E. (2020). Instrumen Tes Higher Order Thinking Skill Pada Materi Kimia Sma. Orbital: Jurnal Pendidikan Kimia, 4(2), 135-149. https://doi.org./10.19109/ojpk.v4i2.4368 Kareem, A. (2022). Higher-Order Thinking Skills and Scientific Attitudes Components as Predictors of Scientific Creativity among Preservice Biology Teachers. International Journal of
Progressive Education, 18(4), 21-30. https://doi.org./10.29329/ijpe.2022.459.2
Khairinaa, R., Wahyuningsih, D., & Khasanah, A.N. (2023). Relationship Between Critical Thinking Skills and Metacognition Awareness with Learning Outcomes in Science Learning.
Jurnal Penelitian Pendidikan IPA, 9(5), 2305-2311. https://doi.org./10.29303/jppipa.v9i5.2140
Klemm, J., Flores, P., Sodian, B., & Neuhaus, B.J. (2020). Scientific reasoning in biology–The impact of domain-general and domain-specific concepts on children’s observation competency.
Frontiers in Psychology, 11, 1050. https://doi.org./10.3389/fpsyg.2020.01050
Monika, K., & Sambyal, S. (2023). Technological interventions for learning enrichment/enhancement in student with diverse needs, 20(1), 946-954. https://doi.org./10.30574/wjarr.2023.20.1.2089
Mohammadi, M., Abbasian, G.R., & Siyyari, M. (2022). Adaptation and validation of a critical thinking scale to measure the 3D critical thinking ability of EFL readers. Language Testing in Asia, 12(1), 1-26. https://doi.org./10.1186/s40468-022-00173-6
Muhibbuddin., Artika, W., & Nurmaliah, C. (2023). Improving critical thinking skills through higher order thinking skills (HOTS)-based science. International Journal of Instruction, 16(4), 283-296. https://doi.org./10.29333/iji.2023.16417a
Musa, M. (2020). Investigation of the Relationship between Critical Thinking Levels and Academic Achievement Levels of Students in Faculty of Sports Science. Educational Research and Reviews, 15(7), 370-376. https://doi.org./10.5897/ERR2020.3946
Nasution, N.E.A., Al Muhdhar, M.H.I., & Sari, M.S. (2023). Relationship between Critical and Creative Thinking Skills and Lea rning Achievement in Biology with Reference to Educational Level and Gender. Journal of Turkish Science Education (TUSED), 20(1). https://doi.org./10.36681/tused.2023.005
Pucillo, E.M., & Perez, G. (2023). Metacognition and self-regulation influence academic performance in occupational and physical therapy students. Journal of Occupational Therapy Education, 7(1), 4. https://doi.org./10.26681/jote.2023.070104
Rashel, U.M., & Kinya, S. (2021). Development and validation of a test to measure the secondary students’ critical thinking skills: a focus on environmental education in Bangladesh.
International Journal of Educational Research Review, 6(3), 264-274. https://www.ijere.com/frontend//articles/pdf/v6i3/edited-versionpdf.pdf
Shirazi, F., & Heidari, S. (2019). The relationship between critical thinking skills and learning styles and academic achievement of nursing students. Journal of Nursing Research, 27(4), e38. https://doi.org./10.1097/jnr.0000000000000307
Sugiharto, B., Malinda, E. R., Rosyadi, I., Anggini, M.D., Padmi, N.R.C., & Evendi, R. (2021). Differences in Creative Thinking Abilities of High School Students from Village and City.
Jurnal Penelitian Pendidikan IPA, 7(1), 21-25. https://doi.org./10.29303/jppipa.v7i1.354
Sunarti, T., Wasis, W., Setyarsih, W., Zainudin, A., & Jauhariyah, M.N. (2021). Analysis of the Development of Critical Thinking Instruments Test in Physics. In International Joint Conference on Science and Engineering 2021 (IJCSE 2021). 627-634. https://doi.org./10.2991/aer.k.211215.105
Sun, H., Xie, Y., & Lavonen, J. (2022). Exploring the structure of students’ scientific higher order thinking in science education. Thinking Skills and Creativity, 43, 100999. https://doi.org./10.1016/j.tsc.2022.100999
Suminguit, J. F. M., & Despojo, A. G. (2023). Post Pandemic Readiness of Senior High Students in Learning Earth and Life Science. Journal of Higher Education Research Disciplines, 8(2), 124-137. https://www.nmsc.edu.ph/ojs/index.php/jherd/article/view/221/107
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
