6. Creating – Combining information to form new ideas


These last three levels—Analyzing, Evaluating, and Creating—are what is referred to as Higher Order Thinking Skills (Anderson & Krathwohl, 2001).
HOTS refers to thinking skills that go beyond basic recall and understanding. Based on Bloom’s Taxonomy—revised by Anderson and Krathwohl—it includes the top three levels: analyzing, evaluating, and creating. These skills allow learners to break down information, make informed judgments, and develop original ideas. If students arrive at this level, they are already one step ahead of just doing memorization and understanding. They are expected to think critically, solve problems, and develop creative thinking, which are essential skills for today's era (Brookhart, 2010).

For example, rather than just remembering a historical date, a student using HOTS would analyze the causes of a war, evaluate its consequences, and perhaps create a multimedia presentation proposing ways to avoid similar conflicts in the future. These types of activities make learning more meaningful and transferable to real-life situations.
Why HOTS Matters in the Real World

1. Real life is not multiple choice:
In real life, problems are not always easy. People need to think carefully before they make a decision. HOTS helps students become better at solving problems they will face outside school.
2. So much information everywhere:
With the internet, students can find answers fast. But how do they know what’s true? HOTS helps students decide what information is useful and what’s not.

3. The world needs new ideas:
Jobs and technology are changing all the time. Students who can think in creative ways will be better at facing the future. HOTS helps them come up with ideas and solutions.

What the Research Says

Many studies show that HOTS really works. One study in Indonesia, for example, found that students who used project-based learning (which supports HOTS) improved a lot in their thinking skills. These students were more engaged, asked more questions, and developed deeper understanding compared to students who just listened to lectures.
In other countries, similar research confirms the impact. A study in the U.S. showed that students who practiced HOTS regularly performed better in reading and writing tasks. They were more confident in expressing opinions and connecting different ideas.
In math classes, schools that added HOTS questions to tests found that students not only scored higher, but also became more curious about how and why problems worked. They became more active learners, not just passive receivers of knowledge.
