Constructing a Framework to Promote Higher Order Thinking Skills in One-to-One Western Classical Instrumental Music Classroom among Students in Higher Education

Abstract

Researchers have persistently to urge the importance of strengthening students' higher-order thinking skills (HOTS) as a pivotal in addressing contemporary educational challenges. However, fostering HOTS engagement among students in one-to-one Western Classical Instrumental Music (WCIM) instruction presents a formidable obstacle. This study aims to construct a framework to assist teachers in enhancing students' HOTS engagement in one-on-one WCIM instruction settings. Seven experts employed Adversarial Interpretive Structural Modeling (AISM) to hierarchically establish relationships among strategies. Subsequently, the Impact Matrix Cross-Reference Multiplication Applied to a Classification (MICMAC) analysis was utilized to categorize the identified strategies for enhanced comprehension. The framework comprises 16 teaching strategies, culminating in a topology diagram featuring five distinct domains. Each strategy is elaborated upon and categorized with the HOTS attribute, denoted by active verbs within the Revised Bloom's Taxonomy. This topological representation can be seamlessly integrated into pedagogical practices within one-to-one WCIM classrooms. Educators have the flexibility to select either the entire framework or specific domains for implementation. Additionally, the outcomes of the MICMAC analysis reveal the presence of five dependent elements, four linkage elements, and seven driving elements, albeit with no autonomous element identified. The outcomes of this study could aid educators in effectively fostering students' utilization of HOTS, thereby enhancing students' proficiency in WCIM, fostering their personal development, and promoting sustainable educational practices within the WCIM.