Implementing Higher Order Thinking Skills in High School Economics: Evidence from Tomini Bay Coastal Schools

Abstract

This study aims to analyse the application of Higher Order Thinking Skills (HOTS) in Economics learning in high schools in the coastal area of Tomini Bay, identify the challenges faced by teachers in teaching HOTS-based Economics, and analyse strategies that can be applied to overcome these challenges. This study uses a qualitative method with a phenomenological approach. The research locations include State Senior High School 1 Batudaa Pantai, State Senior High School 1 Biluhu, and State Senior High School 1 Bilato. The research was conducted from April to June 2025. This study employs a qualitative, phenomenological approach to explore the meaning of participants' experiences related to the implementation of learning based on Higher Order Thinking Skills (HOTS). Data collection was conducted through observation, interviews (with teachers, 11th-grade students, school principals, and supervisors), and documentation, and was explained using the stages of bracketing (epoche), horizontalization (noema), phenomenological reduction (noesis), and intersubjectivity according to Edmund Husserl's concept. The results showed that the application of HOTS in economics learning had begun to be implemented by teachers, such as through group discussions in the learning process. However, there were still several obstacles to its implementation. These obstacles included challenges such as limited understanding and skills among teachers in applying innovative learning, difficulties in developing HOTS-based questions, and limited school facilities and resources. To overcome these obstacles, teachers can implement strategies such as using innovative learning models, developing HOTS-based questions, and utilising digital technology such as online learning, interactive videos, and economic simulations.