Empowering Higher-Order Thinking through Project-Based Learning: A Conceptual Framework

摘要

Higher Order Thinking Skills (HOTs) are one of the important elements in 21 st century human resources. Project-Based Learning (PjBL) deserves to be considered as one of the learning models in the 21 st century that can place an increase in HOTs as goals and needs of students. This study aims to provide answers to questions: what are the characteristics of HOTs; what are the characteristics of PjBL; and specifically, what is the conceptual framework of HOTs empowerment through Project-Based Learning. This research is a qualitative research that can be categorized as a library research. Data collection is done by using the documentation method through the stages of search, selection, presentation, and descriptive analysis of the literature related to HOTs and PjBL. Higher-order thinking skills are thinking skills that involve cognitive processes analyze, evaluate, and create to answer or justify a problem. The conceptual framework of HOTs empowerment through Project Based Learning as a result of this study was developed based on the adoption of BIE syntax (2010) and HOTs indicators by Anderson and Krathwohl (2001). The PjBL synthesis in sequence includes the phase: launch project; build knowledge; develop and critique; and present products. This study includes the dimensions of the cognitive process analyze, evaluate, and create for each phase of the PjBL. The results of this study are expected to be a reference for implementing PjBL in empowering HOTs for students.