Empowering Higher-Order Thinking Skills Based on Marzano^s Taxonomy through Experiential Learning: A Conceptual Framework for 21st Century Education Ratih Permana Sari(a), Sulistyo Saputro(a)*, Murni Ramli(b)
a) Doctoral Program in Science Education, Universitas Sebelas Maret, Surakarta, Indonesia
*sulistyo_s[at]staff.uns.ac.id
b) Department of Biology Education, Univeristas Sebelas Maret, Surakarta, Indonesia
Abstract
The integration of Marzano^s taxonomy with the Experiential Learning approach offers a relevant conceptual alternative for designing learning that can optimally develop HOTs. The purpose of this article is to answer the following questions: What are the characteristics of HOTs within the Marzano framework? How can Kolb^s principles of experiential learning be integrated into learning? And what is the conceptual design for developing HOTs through an experiential learning model? This research is a qualitative literature review study. Data collection techniques were conducted using the documentation method through the stages of tracing, selecting, and critically synthesizing literature related to HOTs, Marzano^s taxonomy, and experiential learning theory. The results of the study produced an integrative conceptual framework that connects the six cognitive levels of Marzano retrieval, comprehension, analysis, knowledge utilization, metacognition, and self-system thinking with the four stages of experiential learning: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This model aims to develop critical thinking, creativity, and comprehensive thinking process management skills. The results of this study are expected to serve as an initial reference in the development of HOTs-oriented instructional design that is aligned with 21st-century learning needs and global curriculum policies.
