Developing higher order thinking skill with the 120-minute instructional station rotation (mrsp120) approach: students perceptions

Abstract

Research on blended learning pedagogy has been intensively focused on developing Higher Order Thinking Skills (HOTS) among students. Nevertheless, predicting the effectiveness of students associated with learning through planned blended activities quantitatively would be insufficient without further researches. Therefore, this study included respondents' experiences and opinion in evaluating the effectiveness of the proposed blended learning intervention called 120-Minute Instructional Station Rotation Model (MRSP120). This innovation of Station Rotation instructional model combined three main approaches, which were Team-Based Learning, Online Collaborative Learning and Traditional Method. Also, this pedagogy integrated principles of Meaningful Learning. Semi-structured interview using phenomenology approach was carried out to explore students' state of perception. Reviews on the impact of MRSP120 were collected and analysed. The results depict that the components within MRSP120, play important roles to develop HOTS. Discussion on the MRSP120 implementation could provide some insights on the potential to develop HOTS through discourse activities and argumentation.