One of the features of 21st-century education is the encouragement of Higher Order Thinking Skills (HOTS). Through the Malaysia Education Blueprint 2013–2025, the government fosters the acquisition of HOTS in all subjects, including moral education subjects. Thus, blended learning, which integrates conventional teaching methods and learning activities that utilize online technology, is considered appropriate as an effective learning method for the digital generation. Therefore, this research aims to explore the potential of blended learning methods in generating HOTS among secondary school students. This qualitative study used 14 participants who were students in moral education classes in two secondary schools. Moral education students are involved in the five steps of the blended learning method: set induction, lesson development, classroom activities, assessment as well as closing and reflection. The findings show that blended learning methods can enhance students' thinking skills, such as the ability to apply moral skills, analyse moral issues, evaluate moral decisions and create instructional materials based on moral content. Therefore, this study proposes that the utilization of blended learning has implications for the learning process, especially in inculcating and developing HOTS among moral education students.
Implementation of higher order thinking laboratory (HOTLAB) on magnetic field with real blended virtual laboratory to improve students critical thinking skills
