DEVELOPING HIGHER ORDER THINKING SKILLS THROUGH BLENDED LEARNING AMONG MORAL EDUCATION STUDENTS

Mastery in thinking skills which embodied in Higher Order Thinking Skills (HOTS) is essential to produce a thinking human in addressing a moral and social conflict. However, conventional classroom teaching alone seems difficult to develop HOTS among students. Thus, blended learning, is considered appropriate learning method for the digital generation. Therefore, this research aims to explore the potential of blended learning in generating HOTS among secondary school students. This qualitative research with a case study approach involving moral education students from two schools in Kuala Langat district, Selangor and Batang Padang district, Perak, Malaysia. The research data were collected by observation, journal entries, and focus-group discussions (FGD). Data were analyzed using thematic analysis technique. The findings show that students demonstrate specific levels of thinking skills in each step of blended learning. The ability to analyze moral issues is prominent in set induction. The ability to apply moral values stand out in the lesson development. Classroom activities highlight the ability to create instructional materials based on moral content. In addition, assessment highlight the ability to evaluate moral issues. While the ability to evaluate moral decisions stands out in closing and reflection. In conclusion, blended learning can inculcate HOTS among moral education students particularly, and for the school students, more generally.