Senior high school students’ responses to learning debate based on higher-order thinking skills in civics

Abstract

Research based on program data from the Programme for International Student Assessment (PISA) has revealed that low student achievement can be attributed to a lack of emphasis on higher-order thinking skills (HOTs) in learning. Field data also indicate that educators face challenges in identifying appropriate teaching methods. The overarching goal of this study was to gauge students’ responses to the HOTs-based active debate learning method in the subject of civics. The active debate method serves as a problem-solving approach aimed at fostering higher-order thinking skills. The research employed a quantitative approach, utilizing a descriptive research method to provide a comprehensive overview of the research subject. A correlational design was employed to establish a connection between the active debate method and HOTs. The study was conducted among eleventh-grade students in senior high school, with a randomly selected participant pool of 108 students. The research findings demonstrate that students responded positively to the active debate learning method centered around higher-order thinking skills. The suitability and appropriateness of the active debate learning method were well-established. The students exhibited a commendable level of higher-order thinking skills. Additionally, the interpretation of the students’ responses was carried out effectively. Consequently, based on the outcomes of this study, it is recommended that educational institutions further develop the utilization of active debate learning methods to enhance the learning experience.