The Higher-Order Thinking Process of Students Around a Coffee Plantation Based on Revised Bloom’s Taxonomy Criteria During Mathematics and Science Collaborative Learning

Abstract

The research aimed to describe the higher-order thinking process of students around a coffee plantation based on the revised Bloom’s taxonomy during Mathematics and Science collaborative learning. The indicators of the higher-order thinking skills under investigation comprised of analyzing, evaluating, and creating. The research subjects were 71 junior high school students around a coffee plantation in Jember regency, East Java, Indonesia. The stages of this research operationalized the stages of qualitative content analysis, namely (1) implementing collaborative learning, (2) giving test to the students, (3) analyzing the students’ answers based on the higherorder thinking skill criteria, and (4) doing in-depth interview. Based on data analysis and discussion, the research concluded that 14 students met creating criteria, 39 students satisfied evaluating criteria, and 18 students met analyzing criteria. The students who mastered analysis skills tended to describe the conceptual parts of given problems, while those who mastered evaluation skills tended to describe, distinguish, and interpret the given problems. Furthermore, the students who satisfied creating criteria tended to find new ideas through continuous discovery.