Penerapan Model Pembelajaran Thingkomi untuk Meningkatkan Higher Order Thinking Skills Siswa

Abstract

This program aims to enhance students' HOTS, improve teachers' competencies in
designing and implementing HOTS-based instruction, and create an active, collaborative,
and student-centered learning environment. The program is implemented through teacher
training, mentoring, classroom implementation of the Thingkomi model, and evaluation of
improvements in both teachers' competencies and students' learning outcomes. The
Thingkomi model integrates three main stages: thinking, which develops critical thinking
and problem-solving skills; communication, which enhances students' ability to express
ideas logically and systematically; and interaction, which strengthens collaboration and
communication among students in solving problems collectively. The expected outcomes of
this program include improved students' higher-order thinking skills, enhanced teacher
competence in developing HOTS-oriented instruction, the establishment of a more active,
communicative, and collaborative learning process, and the development of Thingkomibased instructional materials that can be sustainably implemented in the partner school.
Keywords: Higher Order Thinking Skills (HOTS), Thingkomi, 21st-century learning,
communication, interaction, critical thinking

This program aims to enhance students' HOTS, improve teachers' competencies in designing and implementing HOTS-based instruction, and create an active, collaborative, and student-centered learning environment. The program is implemented through teacher training, mentoring, classroom implementation of the Thingkomi model, and evaluation of improvements in both teachers' competencies and students' learning outcomes. The Thingkomi model integrates three main stages: thinking, which develops critical thinking and problem-solving skills; communication, which enhances students' ability to express ideas logically and systematically; and interaction, which strengthens collaboration and communication among students in solving problems collectively.

The expected outcomes of this program include improved students' higher-order thinking skills, enhanced teacher competence in developing HOTS-oriented instruction, the establishment of a more active, communicative, and collaborative learning process, and the development of Thingkomi-based instructional materials that can be sustainably implemented in the partner school. Therefore, the Thingkomi model is expected to become an effective instructional innovation that supports the development of 21st-century competencies and contributes to improving the quality of teaching and learning in schools.