Students’ Perceived Challenge of Integrated Content and Project-based Instruction in Fostering High Order of Thinking Skills

Rochmahwati, Pryla and Effendi, Mukhlison (2020) Students’ Perceived Challenge of Integrated Content and Project-based Instruction in Fostering High Order of Thinking Skills. Scitepress Digital Library. pp. 97-103. ISSN 978-989-758-459-6

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Abstract

A challenge that lecturers in Higher Education face is accomplishing Graduate Competence standards and
building learners' high order thinking skills while implementing comprehensive teaching methods. The
researcher addressed this challenge in a qualitative study of some courses that were offered by the English
Department of IAIN Ponorogo, namely, Curriculum and Material Development and Research on Language
Teaching in a semester or six months. The data were gathered through observation and in-depth interview to
the lecturers and students of those two courses, then they were analysed by Miles and Huberman’s view of
qualitative data analysis comprising three steps namely, data reduction, data presentation, and deduction. The
findings showed that the integrated content and project-based instruction encouraged the students to think
critically through planning, arguing, stating question and problem investigating, providing solution and
creating the product. Furthermore, the findings are significant to provide a framework for educators to
implement integrated content and project-based instruction in building students’ high order thinking skills.

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