ITA: Innovation of Science and Environmental Learning Model in 21st Century based on HOTS

Ilmi Zajuli Ichsan, Henita Rahmayanti


Learning in the 21st century requires a learning innovation, especially in science and environmental learning. That's because solving various environmental problems requires students' abilities, one of which is Higher Order Thinking Skills (HOTS). The purpose of this research was to develop a learning model called ITA (Identify problems, Think and Write, Analysis and Argumentation). This research was conducted in March 2020. The method used in this research was research and development. Validation was carried out for 11 validators via Google form (online media), consisting of 5 learning experts and 6 science teachers. The results of the study showed that the ITA learning model was categorized as very valid with an average score of 3.52 which could be interpreted as an ITA learning model suitable for use in science and environmental learning. Other innovations to support the implementation of the ITA learning model can be developed to strengthen the use of the ITA learning model. This study concludes that the ITA learning model is suitable for use in science and environmental learning.


HOTS; ITA learning model; science and environmental learning


Ahmad, T. B. T., & Nordin, M. S. (2014). University students’ subjective knowledge of green computing and pro-environmental behavior. International Education Studies, 7(2), 64–74.

Aldig, E., & Arseven, A. (2017). The Contribution of Learning Outcomes for Listening to Creative Thinking Skills. Journal of Education and Learning, 6(3), 41.

Anderson, L. W., Krathwohl, D. R., Airiasian, W., Cruikshank, K. A., Mayer, R. E., & Pintrich, P. R. (2001). A taxonomy for learning, teaching and assessing: a revision of bloom’s taxonomy of educational outcomes: complete edition. New York: Longman.

Aris, R. M., Ilma, R., Putri, I., Susanti, E., & Kunci, K. (2017). Design Study: Integer Subtraction Operation Teaching Learning Using Multimedia in Primary School. Journal on Mathematics Education, 8(1), 95–102.

Ashraf, S. S., Rauf, M. A., & Abdullah, F. H. (2012). A hands-on approach to teaching environmental awareness and pollutant remediation to undergraduate chemistry students. Research in Science and Technological Education, 30(2), 173–184.

Boholano, H. B. (2017). Smart Social Networking: 21st Century Teaching And Learning Skills. Research in Pedagogy, 7(1), 21–29.

Bower, M. (2016). A Framework for Adaptive Learning Design in a A Framework for Adaptive Learning Design in a Web-Conferencing Environment. Journal of Interactive Media in Education, 1(11), 1–21.

Bruehl, M., Pan, D., & Ferrer-Vinent, I. J. (2015). Demystifying the chemistry literature: Building information literacy in first-year chemistry students through student-centered learning and experiment design. Journal of Chemical Education.

Chang, C. C., Liang, C., Chou, P. N., & Lin, G. Y. (2017). Is game-based learning better in flow experience and various types of cognitive load than non-game-based learning? Perspective from multimedia and media richness. Computers in Human Behavior, 71, 218–227.

Christ, T., Arya, P., & Chiu, M. M. (2017). Video use in teacher education: An international survey of practices. Teaching and Teacher Education, 63, 22–35.

Dahl, A. J., Peltier, J. W., & Schibrowsky, J. A. (2018). Critical Thinking and Reflective Learning in the Marketing Education Literature: A Historical Perspective and Future Research Needs. Journal of Marketing Education, 40(2), 101–116.

Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43–52.

Evans, G. (2013). Ageing and climate change: A society-technology-design discourse. Design Journal, 16(2), 239–258.

Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational Research An Introduction. San Fransisco: Pearson Education.

Garcia, L. C. (2015). Environmental science issues for higher- order thinking skills (hots) development: a case study in the philippines. In Biology Education and Research in a Changing Planet (pp. 45–54).

Gündüz, A. Y., Alemdağ, E., Yaşar, S., & Erdem, M. (2016). Design of a problem-based online learning environment and evaluation of its effectiveness. The Turkish Online Journal of Educational Technology, 15(3), 49–57.

Husamah, H., Fatmawati, D., & Setyawan, D. (2018). Oidde learning model: improving higher order thinking skills of biology teacher candidates. International Journal of Instruction, 11(2), 249–264.

Ichsan, I. Z., Sigit, D. V., Miarsyah, M., Ali, A., Arif, W. P., & Prayitno, T. A. (2019). HOTS-AEP: Higher order thinking skills from elementary to master students in environmental learning. European Journal of Educational Research, 8(4), 935–942.

Ichsan, I. Z., Sigit, D. V., Rahmayanti, H., Purwanto, A., Rosyid, A., Suwandi, T., … Hermawati, F. M. (2020). Implementasi model pembelajaran ILMIZI dan peningkatan HOTS siswa SD berdasarkan gender pada pembelajaran lingkungan. JIPVA (Jurnal Pendidikan IPA Veteran), 4(1).

Ilma, S., & Wijarini, F. (2017). Developing of Environmental Education Textbook Based on Local Potencies. Jurnal Pendidikan Biologi Indonesia, 3(33), 194–201.

Jewpanich, C., & Piriyasurawong, P. (2015). Project-based learning using discussion and lesson-learned methods via social media model for enhancing problem solving skills. International Education Studies, 8(6), 24–31.

Jiang, B., Yang, J., Lv, Z., Tian, K., Meng, Q., & Yan, Y. (2017). Internet cross-media retrieval based on deep learning. Journal of Visual Communication and Image Representation, 48, 356–366.

Kivunja, C. (2014). Teaching students to learn and to work well with 21st century skills: unpacking the career and life skills domain of the new learning paradigm. International Journal of Higher Education, 4(1), 1–11.

Kleebbua, C., & Siriparp, T. (2016). Effects of Education and Attitude on Essential Learning Outcomes. Procedia - Social and Behavioral Sciences, 217, 941–949.

Kristyowati, R., & Purwanto, A. (2019). Pembelajaran Literasi Sains Melalui Pemanfaatan Lingkungan. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(2), 183–191.

Ku, K. Y. L., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning.

Latjompoh, M., Ibrahim, M., & Tjandrakirana, T. (2016). The Validity Of Science Learning Media to Junior High School Students. In International Conference on Education (IECO) Proceeding (Vol. 1, pp. 248–261).

Latta, M. M., Hanson, K., Ragoonaden, K., Briggs, W., & Middleton, T. (2017). Accessing the curricular play of critical and creative thinking. Canadian Journal of Education, 40(3), 191–218.

Lince, R. (2016). Creative Thinking Ability to Increase Student Mathematical of Junior High School by Applying Models Numbered Heads Together. Journal of Education and Practice, 7(6), 206–212.

Miarsyah, M., Rusdi, R., Aryani, N. D., & Ichsan, I. Z. (2019). MEBA: development android-based ecosystem module for senior high school students. Indian Journal of Public Health Research and Development, 10(8), 2114–2118.

Nayir, K. F. (2015). The relationship between students’ engagement level and their attitudes toward school. Anthropologist, 20(1–2), 50–61.

Ogunbode, C. A., & Arnold, K. (2012). A Study of Environmental Awareness and Attitudes in Ibadan, Nigeria. Human and Ecological Risk Assessment, 18(3), 669–684.

Oncu, E. C. (2016). Improved creative thinkers in a class: a model of activity based tasks for improving university students creative thinking abilities. Educational Research and Reviews, 11(8), 517–522.

Paristiowati, M., Hadinugrahaningsih, T., Purwanto, A., & Karyadi, P. A. (2019). Analysis of students’ scientific literacy in contextual-flipped classroom learning on acid-base topic. Journal of Physics: Conference Series, 1156(1), 12026.

Purwanto, A. (2012). Pengaruh Paket Pembelajaran Pendidikan Lingkungan Hidup Dan Gaya Kognitif Terhadap Kemampuan Memecahkan Masalah Lingkungan (Studi Eksperimen Pada Jurusan Kimia, Fmipa Universitas Negeri Jakarta). Jurnal Pendidikan Lingkungan Dan Pembangunan Berkelanjutan, 13(1), 55–68.

Rahmayanti, H., Maulida, E., & Kamayana, E. (2019). The Role of Sustainable Urban Building in Industry 4.0. Journal of Physics: Conference Series, 1387(1), 12050.

Rahmayanti, H., Oktaviani, V., & Syani, Y. (2018). The implementation of smart trash as smart environment concept. E3S Web of Conferences, 74, 6003.

Rahmayanti, H., Oktaviani, V., & Syani, Y. (2020). Development of sorting waste game android based for early childhood in environmental education. Journal of Physics: Conference Series, 1434(1), 12029.

Ratumanan, T. ., & Laurens, T. (2006). Evaluasi hasil belajar yang relevan dengan kurikulum berbasis kompetensi. Surabaya: Unesa University Press.

Ritter, S. M., & Mostert, N. (2017). Enhancement of Creative Thinking Skills Using a Cognitive-Based Creativity Training. Journal of Cognitive Enhancement, 1(3), 243–253.

Sahronih, S., Purwanto, A., & Sumantri, M. S. (2019). The effect of interactive learning media on students’ science learning outcomes. ACM International Conference Proceeding Series, 20–24.

Santi, D. H., Prayitno, B. A., & Muzzazinah, M. (2019). Problem solving process and creative thinking of students in ecosystem issue. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(3), 537–548.

Saribas, D., Kucuk, Z. D., & Ertepinar, H. (2017). Implementation of an environmental education course to improve pre-service elementary teachers’ environmental literacy and self-efficacy beliefs. International Research in Geographical and Environmental Education, 26(4), 311–326.

Sigit, D. V., Azrai, E. P., Heryanti, E., Ichsan, I. Z., Jajomi, Y. P., & Fadrikal, R. (2019). Development green consumerism e-book for undergraduate students (gc-ebus) as learning media in environmental learning. Indian Journal of Public Health Research and Development, 10(8), 2026–2031.

So, W. W. M., Chen, Y., & Wan, Z. H. (2019). Multimedia e-Learning and Self-Regulated Science Learning: a Study of Primary School Learners’ Experiences and Perceptions. Journal of Science Education and Technology, 28(5), 508–522.

Talmi, I., Hazzan, O., & Katz, R. (2018). Intrinsic motivation and 21st-century skills in an undergraduate engineering project: the formula student project. Higher Education Studies, 8(4), 46.

Tsai, C.-W., Shen, P.-D., & Lin, R.-A. (2014). Exploring the Effects of Student-Centered Project-Based Learning with Initiation on Students’ Computing Skills. International Journal of Information and Communication Technology Education, 11(1), 27–43.

Tyabaev, A. E., Sedelnikova, S. F., & Voytovich, A. V. (2015). Student-Centered Learning: The Experience of Teaching International Students in Russian Universities. Procedia - Social and Behavioral Sciences, 215(June), 84–89.

Yang, K. K., Lee, L., Hong, Z. R., & Lin, H. S. (2016). Investigation of effective strategies for developing creative science thinking. International Journal of Science Education, 38(13), 2133–2151.


Article Metrics

 Abstract Views : 371 times


  • There are currently no refbacks.

Copyright (c) 2020 Ilmi Zajuli Ichsan, Henita Rahmayanti

International Journal for Educational and Vocational Studies (IJEVS)

E-ISSN : 2684-6950