CHAPTER II

Review of Related Literature

Higher Order Thinking Skills

Higher Order Thinking Skills (HOTS) is the ability to think critically, logically,

reflectively, metacognitively, and creatively which is a higher order thinking ability. This ability

plays a role in making students critical in receiving various types of information (Perez et al.,

2018). HOTs also require other higher abilities, such as the ability to think creatively. The ability

to think creatively is important for prospective teacher students facing the Industrial 4.0 era (Kin

& Kareem, 2019). The category of higher-order thinking according to Brookhart (2010: 14-15)

includes several aspects namely: 1) Analysis, evaluation, creation, 2) Logical reasoning or

logical reasoning, 3) Decisions and critical thinking, 4) Solving problems, 5) Creativity and

creative thinking.

Realizing the urgency of 21st-century skills, the Department of Education includes these

skills in the classroom-learning context through the implementation of the latest curriculum

(Ahmad, 2014). The 21st-century skills are stated in several new educational policies, and one of

the most crucial policies is the implementation of Higher Order Thinking Skills (HOTS) – based

learning.

Furthermore, (Yee et al., 2011) suggest that HOTS are teachable and learnable, and all

students have the right to learn and apply this thinking to solving problems. Hence, the

development of this skill is not just expedient for developing high cognitive capacities but also

responsible for the development of an all-around individual. By this, it means that the individual

develops an all-around capacity, thus enabling a competitive student's thought system,

development in their intellect, and a means to help students avoid errors in thinking, making it a

very important skill to develop by the teachers to the students.

Critical thinking skills are information processes that enable a person to evaluate and

justify information to develop an argument or solve a problem (ACARA,2012,2013b; Kong,

2015). Examples of critical thinking skills include comparing, contrasting, categorizing,

analyzing and evaluating (ACARA,2012,2013b; Kong, 2015; Tunca, 2015). These higher-order

thinking skills are integral to students working mathematically (BOS NSW, 2012), as students

interpret and justify their decisions based on logical thought and actions (BOS NSW,2012;

Yuliani & Saragih,2015). Cited by Arsaga et.al 2018.

However, through mathematical reasoning, learners are able to develop logical thinking

skills and develop their ability to think abstractly in a proof oriented setting. Also, it enables

students to develop their talents for creative thinking and problem solving. Likewise, it improves

the quality and communication in mathematics. This includes improving reading techniques,

reading comprehension, and oral communication in mathematics. And lastly, mathematical

reasoning is important since it lets students better understand the nature of mathematics and its

language (Sundstorm, 2017).

Structured of Observed Learning Outcomes (SOLO)

The SOLO modes of functioning are not fixed or invariant. This means a newly acquired

mode does not subsume the previous modes, as they can come into play when needed.

Individuals can therefore use several modes at a time for a specific task and each mode continues

to develop (Pegg, 1992). The SOLO model explains how students’ responses to tasks increase in

structure, complexity, and abstraction, showing the progress of understanding from being an

incompetent learner to an expert. When students understand the SOLO model, they have
ownership of their learning and feel more confident in their learning journey, which helps them

to become masters of their knowledge (Hook, 2016). Rather than relying on the teachers’

feedback, they can assess their own progress in learning and determine what to learn next

According to (Damopoli, 2020) Structured of Observed Learning Outcomes is a way that

describes how a learner's understanding builds from easy to difficult while learning different

tasks or subjects. The Structured of observed learning outcomes (SOLO) can be used to enhance

the quality of learning within the classroom teaching and provide a systematic way of developing

deep understanding. Student learning can be guided in ways that promote deep learning.

According to Stanny (2016) Chan et. al. (2002) classify unistructural and multistructural

levels, in the SOLO taxonomy, as cognitively lower levels and relational and extended abstract

as cognitively higher levels.

Mathematical Productivity

Mathematical ability involves effective thinking with conceptual learning, students need

to be taught to think logically along with practicing the numerical problems but on the contrary

they do practice a problem, and then repeatedly do the same kind of problems until that is hard-

wired in their brains (Pearse & Walton, 2011) cited by Brillo (2018).

Mathematical or math ability is the ability to perform mathematical task and to solve

given mathematical problems effectively. The parietal cortex, the top/middle region of the brain,

plays a central role in our ability to process numerical information or numerical cognition. Math

ability is a combination of thinking and a logical sequential manner, performing shortcuts while

solving problems. Using different ways and recalling previous concepts and generalization.

To compete in the 21st century global economy, it is critical that students leave high

school knowledgeable and proficient in Mathematics. Today’s graduates need to have solid
mathematics skills regardless of whether they enter the workforce or continue into higher

education (USDOE, 2008).

Maccini et al. (2007) cited by Brillo, pointed out that the poor performance of the

students in mathematics is due to their difficulty with self-regulation skills during problem

solving, deficits in computational skills, and problems with high-level mathematics that require

reasoning skills. These students often struggle when organizing information and tend to commit

errors when attempting to solve problems involving multiple procedures.

Problem solving skills help young people cope with various challenges and demands in

their lives and take responsibility for their actions. Problem solving is considered a coping

strategy that increases general competence and adaptation in the real world setting. Problem

solving is fundamental to education because educators are interested in improving students’

ability to solve problems (Ramos et al. 2013).

Synthesis

In educational environments, higher order thinking skills can help students learn. It helps

students learn a subject more effectively, and teachers may create instructional activities that call

for the application of critical thinking, problem-solving, decision making and evaluation. By

doing this, they can encourage students to develop higher order thinking abilities, which help

them go beyond the fundamentals and apply what they’ve learned in more meaningful way.

By using the structure of Observed Learning Outcomes, teachers can create learning

experiences that are suited for each students’ level of understanding and motivate them to

advance to deeper levels of knowledge.

 It is believed that when the Higher Order Thinking Skills of students are developed, and

the Structured of Observed Learning Outcomes improved, their mathematical productivity can be

enhanced which could result in academic success among them.