An Analysis of Student’s Critical Thinking to Improve the Higher-Order Thinking Skill of Undergraduate Pharmacy Students

Abstract

The learning process in the 21 century must be contextual and require the Higher-Order Thinking Skill (HOTS) to prepare students in their life situations. The aim of this research is to analyze the students’ critical thinking skill in improving HOTS of undergraduate pharmacy students. This student's essential thinking skill including HOTS, knowledge of theoretical concepts, and skill of students in the learning process. This research was conducted towards the first-year students of pharmacy undergraduate with three major subjects, including cell biology, basic chemistry, and basic pharmaceuticals. The qualitative descriptive method with assessment, observation, and interview in collecting data was used in this research. The population sample made up of thirty-eight students. The categories of students’ critical thinking are divided into a low, moderate, and high percentages. The study shows that higher-order thinking skill of students was improved when a learning process pushed in activating the student’s critical thinking.