Analysis Exploratory of Sociological Learning Process Based on

Higher Order Thinking Skills for Sustainability Education

Gusmira Wita

, Hanafi Saputra

, Novia Amirah Azmi

, Ahmad Hidayah

Irhas Fansuri Mursal

, Rani Kartika

, Eda Elisa

, Nora Susilawati

, Nurhasanah

and Habib Khalilur Rahman

Universitas Negeri Padang, Padang, Indonesia

Universitas Mulawarman, Kalimantan Timur, Indonesia

Universitas Jambi, Jambi, Indonesia

Universitas Perintis, Padang, Indonesia

UIN Imam Bonjol Padang, Padang, Indonesia

Keywords: Higher Order Thinking Skills, Sociological Learning, Sustainability Education, Thinking Skills.

Abstract: This research aimed to identify and analyze the factors influencing the Sociology learning process based on

higher-order thinking Skills (HOTS) and to determine the dominant factor among them. This study is

quantitative research with a survey method carried out in Yogyakarta, with the research sample being students

of SMA Negeri 1 Yogyakarta and SMA Negeri 11 Yogyakarta who were selected purposively to reflect the

diversity of student’s academic and social backgrounds. Data was collected using a questionnaire distributed

to 196 students. Data analysis employed the Exploratory Factor Analysis (EFA) technique to explore the

underlying factors shaping the learning process. The study identified six key factors influencing the HOTS-

based Sociology learning process: (1) discussing cases, (2) asking questions and providing arguments, (3)

reflecting on knowledge, (4) generalizing ideas, (5) analyzing cases, and (6) using sources of discussion

material. Among these, the most dominant factor was discussing cases, highlighting its role in enhancing

critical thinking skills and student engagement in Sociology learning, while the least influential factor was

using sources of discussion material. These findings offer valuable insights for effectively integrating HOTS

into the Sociology curriculum, supporting educational sustainability, and developing students’ critical

thinking skills.

1 INTRODUCTION

Higher-order thinking skills (HOTS) are complex

cognitive processes that every individual must

possess in facing 21st-century challenges. (Wita &

Mursal, 2023). These skills go beyond basic

memorization and understanding, requiring learners

to analyze, evaluate, and create new knowledge. The

ideal education process is to help learners develop

these thinking skills. The goal is for learners to face

the challenges in everyday life, especially in the

increasingly complex 21st century (G. et al. et al.,

https://orcid.org/0009-0004-9453-7526

https://orcid.org/0009-0006-3156-8573

https://orcid.org/0000-0003-1860-194X

2015). In the education process, learners must master

both low-order and higher-order thinking skills

(Istiyono & Mardapi, 2014).

Theoretically, HOTS is defined differently, and

others have mentioned that HOTS is a critical

thinking skill, problem-solving, and metacognitive

(Ennis, 1989). Skills for understanding, reasoning,

and problem-solving with thinking strategies using

logic and analogy to find the solutions and to solve

the problems (Grossen, 1991). Skills include

acknowledging and expanding information to achieve

a goal or finding possible answers in confusing

586

Wita, G., Saputra, H., Azmi, N. A., Hidayat, A., Mursal, I. F., Kartika, R., Elisa, E., Susilawati, N., Nurhasanah, and Rahman, H. K.

Analysis Exploratory of Sociological Learning Process Based on Higher Order Thinking Skills for Sustainability Education.

DOI: 10.5220/0013409000004654

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 586-593

ISBN: 978-989-758-752-8

situations (Lewis & Smith, 1993). The use of thought

to face new challenges involves information analysis

to determine a problem, evaluate problems, and create

new solutions that can be applied to solve a problem

(Chinedu et al., 2015). Furthermore, based on

Bloom’s Anderson’s taxonomic rankings, HOTS is a

thinking skill at analyzing, evaluating, and creating

(Miri et al., 2007a). The difference in the HOTS

concept by these experts shows that there is no

consistent definition of HOTS, yet from some

opinions, it can be taken as a similarity that

essentially, HOTS is a thinking skill that can help the

individual find a solution to the problems.

Empirically, the HOTS skills possessed by the

learner still experience problems because, in general,

the HOTS level is still at the lower level, especially

in the stage of synthesis and evaluation skills to

increase the creativity of learners in science (G. M.

Saido et al., 2015). Several other studies have also

revealed problems in implementing HOTS in

learning. Among them are the first; teaching HOTS

in the form of critical thinking skills is still

problematic and has not succeeded in teaching social

studies (Karabulut, 2012); the second, developing

HOTS learners has been considered one of the

essential goals in education, but in practice HOTS

still cannot be trained to learners in school well, and

the thirdly; students’ thinking ability at high school

level is still relatively low (Ramadhan, 2024).

The benefits of HOTS vary greatly. Others

mentioned that HOTS is very important in helping

learners participate and contribute to a modern

democratic society, helping learners achieve success

in a global society, helping learners analyze complex

situations, and generating good arguments (Noma et

al., 2016). Learners can succeed if HOTS is taught

continuously (Miri et al., 2007b). It furthermore

affirms that everyone requires HOTS to be able to

participate as responsible and empowered citizens in

a democratic society, contribute as productive

workers in a technological society, and have a

satisfying personal life, including managing personal

affairs, continuing to learn and earn benefits of

culture (Barak & Dori, 2009).

Indonesia’s national education system has been

replacing the curriculum to improve national

education in the face of the 21st century. Developing

higher-order thinking Skills (HOTS) has become one

of the priorities in learning. HOTS becomes an

important aspect that must be designed thoughtfully

for each learner. The reason is to realize the

significant missions of the national education

curriculum, prioritizing the development of HOTS

literacy, character, and competence. HOTS literacy,

character, and competence skills are developed to

prepare human resources for global challenges in the

21st century (Miri et al., 2007b). However, based on

the results of PISA 2015, an international assessment

of student performance, it was identified that

Indonesian students’ thinking skills were still low, as

Indonesia ranked at the bottom 9 with an average

score of 403 science skills, 397 literacy, and 386

mathematical skills (Newmann, 1990). This

highlights the urgent need to improve the

development and application of HOTS in the

Indonesian education system.

One of the subjects in the curriculum that

requires learners to develop HOTS is a subject of

Sociology (OECD, 2016). Students in high school

sociology are expected to develop themselves in

thinking, from lower-order thinking skills (LOTS) to

higher-order thinking skills (HOTS). Therefore,

learners should be familiar with problem-based

learning and contextual learning materials that

require HOTS.

Based on the above explanation, it is understood

that HOTS is a skill that students need to master, as it

can help them succeed in learning and navigating

community life. Sociology is highly relevant to the

development of HOTS because it involves

understanding social issues, analyzing real and

contextual cases, and solving problems within the

dynamic context of social life. However, HOTS’

application in sociology learning still faces various

challenges. Furthermore, studies on the factors that

influence the success of HOTS-based Sociology

learning still need to be completed, especially within

Indonesia’s education context. This study addresses

this gap by identifying the factors affecting the

HOTS-based Sociology learning process at the high

school level. Through this research, effective

strategies are expected to be developed to integrate

HOTS into school sociology learning, equipping

educators with practical tools to enhance their

teaching methods. The findings of this study are

hoped not only to promote the development of HOTS

in Sociology learning but also to provide guidance for

educators in designing learning that supports

sustainable education and the development of

students’ thinking skills.

2 RESEARCH METHOD

This type of research is survey research. This research

was conducted in Yogyakarta. In this study, SMA

Negeri 1 Yogyakarta students and SMA Negeri 11

Yogyakarta were selected as samples for exploratory

analysis of the sociological learning process based on

Analysis Exploratory of Sociological Learning Process Based on Higher Order Thinking Skills for Sustainability Education

587

higher-order thinking skills. The selection of the

sample was carried out purposively to ensure the

diversity of academic and cultural backgrounds of the

school. SMAN 1 Yogyakarta represented a group of

excellent schools that provided students with access

to high-quality education. At the same time, SMAN

11 Yogyakarta was a non-flagship school, reflecting

the diversity of students’ backgrounds. The

combination of students in these two schools allows

for a comprehensive comparison between the elite

school and the non-flagship school to understand the

HOTS-based sociology learning process

implemented in the school. Thus, the research that has

been conducted can provide a comprehensive picture

of HOTS in Sociology learning in high school, and

the results of this research can be used to explain the

same case in different places and times.

The data collection technique uses a closed

questionnaire with a Likert scale, choosing always,

often, sometimes, rarely, and never. Alpha Cronbach

was analyzed to determine the instrument’s reliability

level using SPSS-22. Furthermore, research data

analysis uses the Exploratory Factor Analysis (EFA)

technique. This technique was chosen because this

study aims to assess the instrument’s validity by

identifying the relationship patterns between the

questionnaire items, selecting the number of factors

underlying the latent variables, and understanding the

structure of factors relevant to the HOTS-based

sociology learning process. Thus, EFA allows in-

depth exploration of new dimensions underlying the

HOT-based learning process. In addition, this

technique supports the formation of conceptual

models based on empirical data, significantly

contributing to understanding the key factors that play

a role in sociology learning in schools.

3 RESULTS AND DISCUSSION

3.1 Result

The results of this study indicated that the instrument

used reliably with Cronbach’s alpha (0.811), valid

with KMO 0.777 and Ballett’s test of sphericity

approx chi-square (935,723) with df/sig (153 / 0.000)

and statistically fit (absolute value more than 0.05 is

47.0%). This study also indicated that the factors

influencing Sociology learning process based on

Higher Order Thinking Skills (HOTS) consist of six

factors: (1) discussing cases (4.610/25.613%), (2)

asking questions and giving arguments

(1.736/9.646%), (3) reflecting knowledge

(1.538/8.546%) (4) generalizing ideas

(1,412/7,847%), (5) analyzing cases (1.130/6.276%),

and (6) using the source of discussion material

(1.031/5.730%). However, of the six factors formed,

discussing cases was the dominant factor influencing

the learning process of Sociology. For more details,

the results of this study can be seen in the following

table.

Table 1: Factor Loading Matrix and Descriptive of Learning Process-Based Higher Order Thinking Skills.

Description variable

Factors Description

F1 F2 F3 F4 F5 F6 Means

Item-

total

correlat

ion

SK2 (The teacher explains well the

relationship between concepts of sociology

and real life).

.860

3.36

.32

SK4 (Teachers help students to be able to

apply concepts).

.688

4.00

.48

DK2 (Sociology learning activities are

conducted as an open discussion between

teachers and students).

.626

3.80

.53

DK3 (Students discuss the latest scientific

issues related to sociology learning).

.567

3.42

.29

AB1 (Teachers provide questions that

challenge students to think critically).

.866

3.73

.52

AB2 (The teacher gives a question that moves

a deeper understanding of the topic).

.718

3.35

.59

MP1 (Students must express ideas or opinions

on current scientific issues).

.604

3.53

.18

AB5 (Teachers challenge students to ask

questions in each learning process).

.428

3.43

.22

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

588

AB3 (Students are given enough time to

answer questions and complete assigned

tasks).

.728

3.70

.41

DK6 (The teacher discusses the student’s

work after the student has finished working

on it).

.653

4.14

.26

AM1 (Students fill out worksheets provided

y teachers).

.651

2.03

.27

MP2 (Students can express their opinions on

the subject matter discussed).

.567

2.23

.30

AM3 (Students are required to make a mind

mapping of a learning topic)

.835

3.44

.30

AM2 (Students are asked to write

opinions/essays/scientific articles on current

issues).

.794

3.59

.56

SK5 (Students are asked to find and explain

the meaning and value of a case).

.807

3.93

.37

SK1 (Students learn and analyze current cases

related to sociology learning topics).

.732

3.49

.42

DK4 (Students discuss material sourced from

textbooks).

.751 3.45

.53

DK5 (Students discuss material sourced from

the interne

.599 3.82

.49

Eigenvalues 4.610 1.736 1.538 1.412 1.130 1.031 Cronbach's Alpha =

0.811

% of variance 25.613 9.646 8.546 7.847 6.276 5.730

Cum %of the variance 25.613 35.258 43.804 51.651 57.927 63.657

Kaise

-Meye

-Olkin Measure of Sampling Adequacy. 0.777

Bartlett’s Test of Sphericity Approx. Chi-Square 935.723

Df 153

Sig. 0.000

Model Fit = an absolute value greater than 0.05 is 73 (47.0%)

F= faktor, F1= SK2, SK4, DK2, dan DK4, F2= AB1,

AB2, MP1, AB5, F3= AB3, DK6, AM1, MP2, F4=

AM3, AM2, F5= SK5 dan SK1, F6= DK4, DK5.

3.2 Discussion

Exploratory factor analysis (EFA) was used in the

data analysis process to achieve research objectives.

Based on the study, it was identified that the

instrument used was reliable with Cronbach’s alpha

value (0.811), valid with KMO 0.777 and Ballett’s

test of sphericity approx chi-square (935,723) with

df/sig (153 / 0.000) and statistically (an absolute value

greater than 0.05 is 47.0%). Thus, the developed

instrument can be used in subsequent research.

Furthermore, there were six factors influencing the

HOTS-based Sociology learning process. All the

incoming variables on each factor produced have a

positive correlation. Thus, it was concluded that the

greater the variable factor load concerned, the greater

the tendency of its influence on the Sociology-based

learning process HOTS.

The first is discussing cases. The factor of

discussing cases more dominant influenced the

HOTS-based Sociology learning process. The value

of eigenvalue 4.610 evidenced this with a 25.613%

variant of 63,657 total variants. These results

indicated that discussing cases was the factor that had

the most significant impact on the HOTS-based

Sociology learning process. Through discussion

activities, small and large group discussions can

develop students’ thinking skills because discussions

are based on social interaction, understanding a topic

in detail, and learning to collaborate and collaborate

well (Karabulut, 2012). If the discussion is going

well, it will be able to increase the HOTS of each

participating individual because, in the debate, there

is a process of asking questions, giving critical views,

and providing arguments for supporters of other

people’s views (Barak & Dori, 2009). In the context

of sociology learning, sociology learning often uses

theories that need to be connected to real situations so

that students easily understand them. By discussing

cases, students are invited to understand how

sociology concepts are applied in real-life situations

and practice critical thinking skills.

The second is asking questions and giving

arguments. The second factor influencing the HOTS-

based Sociology learning process was asking

questions and giving arguments. This factor has an

eigenvalue value of 1.736 with a 9.646% variance. A

related study identified that learning by using

questioning and answering questions positively

affects learner’s learning outcomes. In addition, the

learning model, by applying the activity of asking and

expressing opinions in the classroom, can provide

Analysis Exploratory of Sociological Learning Process Based on Higher Order Thinking Skills for Sustainability Education

589

opportunities for learners to express the thoughts of

their friends and discuss the concepts or topics that

have not been understood (Yunus & Ilham, 2013).

Asking questions is a form of student curiosity and

participation in the sociology learning process.

Meanwhile, giving arguments can train students to

think logically and formulate their opinions based on

relevant data and theories, which is the core of

sociological analysis.

The third reflects knowledge. This factor has

an eigenvalue value of 1.538 with a variant value of

8.546%. Reflecting knowledge is a process done so

that learners can use their thinking skills to analyze

and assess something that has happened (G. A. Saido

et al., 2015). The teacher’s action in reflecting on

knowledge is to guide learners to be aware of their

thinking process and that they can control and

manage it (Yeung, 2015). This study is the process of

learners using the ability to think and knowledge held

in the training given by the teacher in the classroom,

activities discussing the work done between teachers

and learners, and the process of expressing opinions

by learners about the topic discussed. In the context

of sociology learning, reflection on knowledge can

help students understand the implications of the

theories or concepts they learn. It also allows students

to evaluate theories relevant to a particular social

context.

The fourth is generalizing ideas. This factor

has an eigenvalue value of 1.412 and a 7.847%

variance. Through writing activities, a person will

develop a business process to distinguish important

information from unimportant ones, train themselves

to create an assumption (Karabulut, 2012), and make

mind maps. Both are activities that can encourage

someone to think more deeply. In sociology learning,

this ability is the first step in developing sociological

theories to understand social phenomena broadly.

The fifth is analyzing cases. This factor has an

eigenvalue value of 1.130 with a 6.276% variant.

Analyzing a case is a great way to introduce issues

related to learning topics to learners in the classroom.

In the learning process, learners can analyze cases

with classmates who can provide diverse views

(Floyd & Bodur, 2006). In sociology learning, case

analysis can train students to solve problems,

integrate theories and data, and understand the social

reality around them with a sociological perspective so

that students’ sociological imagination develops.

The sixth is using the source of discussion

material. The sixth factor influencing the HOTS-

based Sociology learning process is the discussion

material factor, with an eigenvalue of 1,031 and a

5,730% variance value. Using various sources as

discussion material in sociology learning can enrich

students’ insights and strengthen students’

arguments. In addition, using multiple sources

provides diverse perspectives related to a social issue

being discussed to help develop a deep understanding

of what students are learning.

Depending on the overall analysis, discussing

cases was the most dominant factor influencing the

HOTS-based Sociology learning process because the

highest eigenvalue and variance are 4,610 and

25,613%. Thus, discussing cases is a very effective

method to improve students’ HOTS in learning

Sociology. This is because, with this method, students

are directly involved in critical thinking and carry out

in-depth social analysis through guidance by

teachers. Through case discussions, teachers help

students to understand how sociological theories can

be applied in real life. For example, the theory of

social differentiation becomes more real for students

when students discuss social differences that occur in

society. In addition, in case discussions, students are

guided to think logically and systematically because

they are taught to organize ideas, express opinions

logically, and present relevant evidence related to

their arguments. Not only that, case discussions also

train students to think more openly and consider

different points of view so that students get a deep

understanding of the problems they are studying.

Besides that, the factor of using the source of

discussion material that least influences HOTS learners on

Sociology Learning is

because the discussion material

source factor has the lowest eigenvalue and variance

of 1,031 and 3,574%. Several aspects can cause the

background factor of using discussion source material

to be the least dominant factor, including (1) the

quality of the discussion material presented by the

educator. Discussion materials that are less relevant

and less interesting cannot encourage students to

think critically and creatively. Therefore, teachers

should provide material sources that are contextual

and relevant to the needs of students. (2) The method

of presenting the discussion material is not

appropriate. Teachers should apply active discussion

methods such as debate, think-pair-share, or

simulation that encourage active participation of

students in formulating their ideas. (3) The teacher

does not give the right direction to explore the

students’ HOTS. Ideally, teachers should be able to

provide open-ended triggering questions and guide

students to explore the idea in depth. (4) Not utilizing

technology to stimulate students’ motivation and

HOTS. Teachers should use digital media such as

interactive learning applications and relevant

educational videos that challenge students’ critical

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590

thinking, and (5) there is no straightforward

measurement instrument regarding the extent to

which discussion activities can support HOTS.

Therefore, teachers should develop a review rubric

that measures students’ HOTS during discussion

activities.

In this regard, several previous studies have

identified that learning activities using case studies

either discuss cases, analyze cases, or write a case in

the learning process based on experiments conducted.

In a teacher education program, identifying case

studies and case writing can increase engagement in

decision-making (Floyd & Bodur, 2006). On the other

hand, it is mentioned that case-based learning

activities have a positive impact on the ability of

HOTS learners because using case studies in learning

activities can help learners gain a complex theoretical

understanding of the topics they are learning as well

as improving the cognitive skills of learners (Floyd &

Bodur, 2006). Furthermore, authentic problem-based

learning can also improve problem-solving skills,

learning achievements, and learners’ learning

outcomes (Syafii & Yasin, 2013), helping learners

connect learning topics covered with their real-life

and help learners develop themselves in high-level

learning approaches (Mathews et al., 2017).

Implementing learning with case studies, either

through case discussions or writing, can allow

students to try to find the truth of an answer and teach

it to appreciate better the differences in the

educational process (Syafii & Yasin, 2013). In line

with this, it is also emphasized that learning activities

by presenting real problems, encouraging learners to

have open discussions, and experimenting with

inquiry-based skills can improve the HOTS skills of

learners, especially critical thinking skills (Miri et al.,

2007a). Thus, it can be emphasized that learning

activities with case discussions, questioning and

conveying opinions, reflecting on knowledge,

analyzing problems, conducting social research, and

using various media, both internet and textbook

learning, can be used in the process of learning

Sociology in schools in the hope of encouraging

HOTS skills learners.

Applying a 21st-century learning approach is a

practical strategy for teachers to increase the use of

these six factors in the classroom. (Wita G & Mursal,

2021). This 21st-century learning approach uses a

student-centered and differentiated approach that

suits students’ needs. (Susilo et al., 2024). In this

case, the teacher acts as a catalyst and facilitator who

can present meaningful learning to students. Project-

based learning is one learning model that can be used.

(Rehman et al., 2024), discovery learning,

cooperative learning, and problem-based learning

(Rehman et al., 2024).

Sustainability education is relevant in this

context because education with a sustainable

approach is an important strategy to encourage social

development in the long term (Nousheen et al., 2020).

Continuing education plays a crucial role in raising

social awareness, empowering individuals to make

informed decisions and take proactive action,

promoting critical thinking and problem-solving

skills, enabling individuals to engage in discussions,

advocate for policy change, and implement

sustainable practices in their communities (Wang et

al., 2024).

Education with this approach focuses on

experiential learning, the development of critical

thinking skills, and problem-solving abilities (Wang

et al., 2024). In the context of higher-order thinking

skills (HOTS), sustainability education can be

implemented through case-based learning that

emphasizes the exploration of new ideas and

contextualized cases to students, the application of

analytical skills in real-world contexts, and reflective

attitudes that help students stay relevant in keeping up

with current developments. In this regard, Tang

(2018) identified that the learning experience

provided is significant in shaping students’ attitudes

and beliefs toward lifelong learning. Students are

more likely to value learning when it benefits their

future and contributes to the well-being of society.

Therefore, integrating HOTS-based learning into

Sociology with the principles of continuing education

will support the achievement of educational goals.

Several treatments of HOTS for sustainability

education are, first, analytics and problem-solving

skills. Sustainability education needs entirely

environmental, social, and economic problems.

Students analyze data, evaluate information, and find

innovative solutions to problems. Second, HOT could

be the critical thinking students for environmental and

social consequences. Students can consider the

assumption and evaluate the long-term effect of

environmental decisions effect. It stimulated the

student to think deeply about their daily consumption,

production, and behavior. Third, it can boost

creativity and innovation for students seeking

sustainability solutions. They could implement many

aspects, beginning with product design and public

policy. In sustainability education, students with

creativity could improve in finding new treatments to

minimize ecological ways and solutions for

ecologically friendly. HOTS collaboration and

communications skills critics also effectively

collaborate in group discussions or project basic

Analysis Exploratory of Sociological Learning Process Based on Higher Order Thinking Skills for Sustainability Education

591

groups. Sustainability education usually collaborates

with stakeholders and students to improve the

comprehensive solution.

4 CONCLUSIONS

The dominant factor influencing the learning process

of Sociology was discussing cases. Case discussions

can effectively develop scholarly thinking skills,

student involvement, and deep theoretical

understanding. Thus, implementing activities such as

discussing cases, asking questions and giving

arguments, reflecting knowledge, generalizing ideas,

analyzing cases, and using the source of discussion

material in the learning process can increase the

HOTS of students in sociology learning. Meanwhile,

the use of discussion sources is the factor that has the

lowest influence, but it is still important as a

discussion material to improve students’ skills.

Finally, the HOTS of learners can increase to be

better than before, and the learning process becomes

more meaningful. For further researchers interested

in researching the HOTS-based Sociology learning

process and the ability to influence HOTS, it is

recommended to increase the number of research

samples or to use different sample selection

techniques and to use the following factor analysis

methods, for example, confirmatory factor analysis or

other statistical analysis.

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