International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Volume 8 Issue 2
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HOTS and Literacy in Science Learning: A Conceptual Study and Implementive Implications

Author(s) Mr. Muhammad Sintur Sintur, Dr. Frida Maryati Yusuf, Dr. Abdul Haris Odja
Country Indonesia
Abstract Natural Science (NS) learning in the 21st century requires the development of higher order thinking skills (HOTS) and literacy skills as essential competencies of students. This article aims to examine the conceptual integration of HOTS and literacy in science learning and describe its implications for learning design and assessment. The method used is a literature study by examining various relevant national and international scientific sources. The results of the study show that HOTS, which includes the ability to analyze, evaluate, and create, can be developed effectively through problem-based learning, inquiry, project, and open-ended approaches. On the other hand, science, numeracy, and information literacy literacy play an important role in helping educators understand, interpret, and use science knowledge in real-life contexts. The integration of HOTS and literacy in science learning has implications for the shift in the role of educators as facilitators, the use of contextual activities, and the application of authentic
assessments that assess students' thinking processes and products. Thus, science learning that is oriented to HOTS and literacy can form students who are critical, creative, reflective, and able to make decisions based on scientific evidence
Keywords HOTS, science literacy, science learning, authentic assessment.
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-03-26
DOI https://doi.org/10.36948/ijfmr.2026.v08i02.64597
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E-ISSN 2582-2160
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