International Journal of Knowledge-Based Organizations

Volume 6 • Issue 4 • October-December 2016

Enhancing Student’s Higher Order Thinking

Skills (HOTS) through the Socratic
Method Approach with Technology
Salihuddin Md Suhadi, Department of Educational Mathematic, Science and Multimedia Creative, Universiti Teknologi
Malaysia, Johor Bahru, Malaysia
Hasnah Mohamed, Faculty of Education (FP), Department of Educational Mathematic, Science and Multimedia Creative,
Universiti Teknologi Malaysia, Johor Bahru, Malaysia
Zaleha Abdullah, Faculty of Education (FP), Department of Educational Mathematic, Science and Multimedia Creative,
Universiti Teknologi Malaysia, Johor Bahru, Malaysia
Norasykin Mohd Zaid, Faculty of Education (FP), Department of Educational Mathematic, Science and Multimedia
Creative, Universiti Teknologi Malaysia, Johor Bahru, Malaysia
Baharuddin Aris, Faculty of Education, Universiti Teknologi Malaysia, Johor Bahru, Malaysia
Mageswaran Sanmugam, Department of Educational Mathematic, Science and Multimedia Creative, Universiti Teknologi
Malaysia, Johor Bahru, Malaysia

ABSTRACT

Technologies have a potential to make learning more dynamic and capable of going conventional
learning limits. With the utilization of online technologies for example, students can interact with
teachers and other students, regardless of time and distance. The learning process can likewise happen
in synchronize or asynchronies. Meaningful interaction is required in the Socratic method of learning
because this is the concept of learning through question after question to build knowledge. The dialog
collaboration, inquiries are either verbal or non-verbal. So this is where online innovation comes into
the picture and allows students to always dialogue with certain individuals to construct new knowledge.
Next, by using the Socratic method of learning, the high level of thinking can be increased which is
emphasized in the field of education in Malaysia nowadays. This paper will discuss previous studies
about the potential of technology in Socratic Methods to improve student’s level of thinking.

Keywords
Enhance Higher Order Thinking Skills (HOTS), Learning, Socratic Learning Method, Technology in Education

INTRODUCTION

Technology nowadays can assist and support the activities of teaching and learning in order to make
it more interesting and meaningful (Schwier, 2012 ; Dillenbourg & Sanna, 2009). In Reference to
the Malaysia Education Blueprint (MEB) (2013-2025), Higher Order Thinking Skills (HOTS) is
an element that is being emphasized. In order to achieve it, a learning method that is suitable for
implementation to attract students and increase student involvement, understanding and to enable
students to adapt the content of the lessons that have been learned. An appropriate learning methods
used in improving the Higher Order Thinking Skills (HOTS) is the Socratic Learning Method. This
was supported by Chesters (2012) in his book states that this method can build a Higher Order

DOI: 10.4018/IJKBO.2016100102

Copyright © 2016, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.

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Thinking Skills (HOTS) . When the student has mastered the content of the lesson, they will be able
to diversify methods for finding the solution of a problem in line with the requirements of Higher
Order Thinking Skills (HOTS). Therefore, the role of technology in achieving the learning method
is greatly needed because according to van Bruggen, (2005), the learning environment will be even
more fun and interesting with the use of technology. The widespread use of technology can now
have an impact on the learning process. This is because the students; whom are from the generation
Z, can now easier to do things with cutting-edge technology in its environment. For example, with
presence of computer technology, students can complete assignments given by teachers and also make
presentations with the aid of a computer. Computer is a technology that can help humans perform
more efficiently and systematically; this allows work to be produced that will provide its own charm
to attract or make it a better quality performance. Online learning technology is said to be able to
improve students’ critical thinking. As is well known, critical thinking is a big part of the necessary
elements for a student to master the control of higher-order thinking. Bloom’s Taxonomy in 1956,
which was revised by Krathwohl and Anderson 2001 states that students are able to assess and create
a problem or a solution of the problem is said to have reached a high level with a good idea. Figure
1 shows the level of cognitive processes that have been reviewed by Krathwohl and Anderson 2001.
According to Anderson & Krathwohl again, there are 4 different types of knowledge to be mastered
by students to achieve higher-order thinking, namely:

1. Factual Knowledge: Knowledge of the basic elements for students to understand the workings
of problem solving
2. Conceptual Knowledge: Incorporate some basic elements to allow the elements used together
for basic troubleshooting
3. Procedural Knowledge: Creating a rule, inquiry, skills and techniques to the solution a problem
4. Metacognitive Knowledge: Mastering the knowledge to build a thought in accordance with
their own solutions to problems faced

When students are able to master the procedure and metacognitive thinking, they are said to have
reached a level of critical thinking, parallel with the concept of critical thinking as shown in Figure
2. The concept of critical thinking that is equivalent to the concept of cognitive levels analyze and
evaluate. These two concepts are very important elements for solving a problem and so dominate

Figure 1. The level of cognitive process

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Figure 2. The critical thinking process

higher-order thinking skills (HOTS). Cognitive achievement to master the higher-order thinking
will thus be easier with the advent of technology such as online learning online learning application
that could be applied to facilitate the learning process. Technology has the potential to improve the
performance of students when they use it.
The use of technology in education really affects the achievement of a student but depending on
how you use it. Uncontrolled use of technology to increase student achievement may have adverse
effects. Student achievement is often associated with cognitive development are used optimally in
making troubleshooting. However, the learning method that is used is very important for improving
cognitive and technology being its catalyst which is in line with the times of today.

EDUCATION AND TECHNOLOGY

The utilization of innovation in the field of training can make the learning environment more favourable
and successful (Che, Hafes, Fauzi, & Hamid, 2013). A critical change in the style of learning by
utilizing ICT advances for instance can be seen from the “chalk and talk” to a “tick and surf”. The
innovation can be utilized as a part of training as equipment, as well as programming permits enhancing
the viability of showing and learning procedure. An illustration is Personal Computer (PC) equipment
innovation and Liquid Crystal Display (LCD) projectors, utilization is extremely across the board as a
presentation and showcase liveliness identified with understudy learning with a perspective to all the
more plainly see a conceptual idea like condition of matter in science subjects. This announcement
is bolstered by Dillenbourg & Sanna (2009), who expressed that innovation in training can have a
positive effect on participants amid the learning procedure.
In conveying a learning idea that obliges a virtual occasion, the utilization of innovation by the
instructor just demonstrates a virtual procedure utilizing energized feature such as picture that was
obviously noticeable, appealing and effectively saw by participants. By implication, the participants
will be more intrigued to know the learning procedure without feeling drained and exhausted.
Moreover, the procedure of showing and learning will turn out to be more dynamic and can be made
into a fun learning environment. Besides, the utilization of the World Wide Web (www) is broadly
utilized today as a part of making social destinations more powerful in operation to the clients that
have joined. As being what is indicated, it can help in the instructional framework where instructors
and participants can collaborate regardless of the fact that they don’t confront each other physically.
Through the Internet, participants additionally can get whatever the instructor let us to pick up
information or comprehension (P. Taylor, Hoxley, & Rowsell, 2011). By the utilization of data innovation,
instructors and understudies will get the most recent data all the more rapidly and proficiently so it can
be utilized as a part of showing and learning procedure without holding up any more.

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As per indicated by Figure 3, one of the part of innovation in instruction is the medium of
adapting in any structure, either specifically or by implication as stated by (Musawi, 2011). Musawi
additionally noticed that there are numerous wellsprings of information that can be utilized as a part
of the type of innovation in light of the fact that it is all the more effectively put away, overseen and
can be expanded in different types of media innovation. Case in point, a bookshelf can be utilized with
conservative plate just, “digital book” without diminishing the smallest word in it makes it simple
to store and does not consume up room. There are likewise unfriendly impacts in the utilization of
innovation in training, for instance when participants use PCs, they can do different exercises, aside
from instructive programming. Different exercises incorporate surfing social sites to talk with different
companions, watching features and listening to music online furthermore in PC recreations. In any
case, these antagonistic impacts can be averted with the present part of the educator in school and
the part of folks when participants are at home.
Education today is seen to have a very close dependence on technology. With combining the
technology and education, teachers will be able to diversify their teaching methods to attract students.
The Z generation of students has a high potential in the use of technology. If teachers still use the
conventional method of teaching, students will definitely start feeling bored and so learning objectives
are not achieved. It can be seen the importance of technology in education today is very beneficial
for students’ performance in line with rapid technological developments.

SOCRATIC LEARNING METHOD

One method that is often used in the Socratic learning is dialogue and debate. The purpose of
dialogue and debate is to discuss a problem to find a solution which various learning more towards
independent learning (Birnbacher & Krohn, 2004). Usually dialogue is the interaction between two
individuals, but when learning occurs in the classroom, teachers change the dialog interaction in
groups. The teacher’s role is to be a facilitator for the group and ensure that the group is always in
dialogue with debating until all the setbacks can be solved (Tikva, 2010). All the arguments raised
by the constructs will be synthesized to achieve an optimal solution. The same concept also exists in
the Socratic Seminar (similar with Socratic Method), a series of questioning techniques with answers
that logic to construct an argument and conclusion. This technique will stimulate the thought as to
think more critically (Shea, 1997).
The principle idea in the Socratic Method for education happens when the educator brings up
numerous issues as to these inquiries, understudies will be urged to think about the answer to these
inquiries. Angles most stressed in the Socratic Method for learning is to urge participants to think for

Figure 3. The role of technology in education (Source: Musawi, 2011)

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building builds in learning something. At the point when understudies frequently think, by implication,
would make a request or an all the more expressly is a high interest (Tikva, 2010).
One approach that is regularly utilized as a part of Socratic learning is dialogue and also debate.
The reason is to examine an issue to discover an answer which is all the more toward learning self-
study (Birnbacher, 2004). Normally dialog is the collaboration between two people, yet when learning
happens in the classroom, the instructors depend on the dialog in a gathering communication. The part
of the instructor is to be a facilitator for the gathering and guarantee that the gathering is dependably
dialog with debating until all inquiries can be fathomed (Krohn, 2004). All the contentions that
can be raised by the developments will be blended to accomplish an ideal arrangement. The same
idea likewise exists in the Socratic Seminar, a progression of addressing procedures with intelligent
responses to build a contention and conclusion. This system will animate the thought to think all the
more basically (Shea, 1997). With the dialog too, every individual from this method was going to
feel propelled either to give a supposition or to ask you about something. This makes the expense
of expanded intellectual and discriminating deduction will be down and out on the grounds that the
inquiries were going to animate understudies’ brains to think.
Socratic is not a technique for giving inquiries and after that answering the instructor, rather it is
a strategy that obliges exploration, perusing, thinking and give contentions that can prompt responses
to the inquiries (Swain, 2007). The distinction in the middle of dialog and open deliberation are
greatly huge on the grounds that they both through an alternate procedure. Table 1 demonstrates the
contrasts in the middle of dialog and a level headed discussion.
Socratic technique for educating is not a conventional dialog system in the classroom that
instructors will in the end give replies after the participants get stuck, however it is a procedure of
connection in the middle of educators and participants which permits participants to be more included
than educators. Subsequently to coming to a level where the participants cannot react anymore, thus
the educator will address them in a way that can open the brains of participants to re-evaluate (Knezic,
Wubbels, Elbers, & Hajer, 2010). Socratic system likewise can make participants more dynamic in
accordance with the idea of participants being focused in dynamic learning (Peterson, 2009). As
indicated by Peterson, as well, there are a few essential parts of instructors when doing the Socratic
strategy for realizing which are:

1. Request that understudies give replies by giving illustrations of applicable

2. Backing or passive consent of individuals from the gathering with a feeling or answer understudies
3. Propose a comparable model to the genuine circumstance
4. Give a similarity in portraying an idea

Socratic Method is a system for realizing which constrains participants to dependably think in
light of the fact that this technique is in view of the scrutinizing of the motivation behind introducing
data on the premise of existing background of participants. It is additionally firmly connected to

Table 1. Comparison of dialogue and debate

Dialogue
• The collaborative process by sharing their
understanding
• The discussions to find a solution
• Open mind and rational to an opinion
• Achieve progress and understanding in favour of all
parties
Debate
• Two different groups of opinion between supporters and
opposition
• Provide arguments by finding weaknesses of your next
opponent
• Do not open minded because the main focus is to enforce
their views
• Solution gives arguments in favour of fairness though
sometimes it is not appropriate in a given situation

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instructors’ scrutinizing systems to empower the constant addressing and in accordance with the
idea to be served.
Pihlgren’s study (2009) concentrated on how participants can be expand cooperation abilities
when they impart to take care of the issue so it can enhance psychological collaborations that happen
amid the procedure. The six workshops led for participants of natural designing from five to 16 years
to examine. Perceptions led with respondents through development, dialect, experience and capacity
to collaborate with companions. The findings demonstrate that participants matured five to 10 years
more use to connect because of development of the inquiries, while participants 10 years and more
established can interface verbally and express suppositions from their past encounters. It demonstrates
a strategy for building can make participants more dynamic to impart, think and partake in class.
Shea (1997) led a study through designing course that can energize the participants’ meta-insight
and discriminating considering. The study was led on auxiliary school participants in country Fraser
Valley, United States of America (USA). Through this study, the researcher found that building systems
can give chances to participants to comprehend their qualities and shortcomings amid their dialog.
This procedure will make the experience of existing participants more grounded with the expansion
of the thought of ​​friends to frame a conclusion or arrangement. In a roundabout way psychological
participants will be expanded to a more elevated amount. Shea likewise examined utilizing designing
strategies; participants take in more majority rule government and admiration for the assessments of
others when there is a contention.
Tikva (2010) were keep running on 36 secondary school understudies in Israel. The schools were
chosen in view of SES (Scientific Educational System) in light of the fact that it has a straightforward
accomplishment in science and arithmetic. The system is completed by beginning with a feature
execution by the participants exclusively and joined by the instructors. The feature observed is
connected with numerical issues, essentially took after by a meeting showing specifically from the
feature being viewed. After that, the educator will show the arithmetic to the same participants by
utilizing and designing routines to the same issue. The discoveries demonstrate that participants who
just watch instructional feature without point of interest the communication even discovered that their
teachings don’t generally comprehend the information exchanged. After the participants are presented
to show strategies in designing, the participants were all the more effortlessly able to comprehend
what is exhibited to them by the perceptions and test results with participants subsequent to viewing
the instructional feature and guideline in routines for building.
Surveys by Lam (2011) concentrated on the benefits of utilizing building routines as a way
to deal with learning. The researcher examined three issues identifying with learning building
techniques. The primary relationship with the strategies is theoretical designing, building systems
and composed the second and third routines for learning building and higher-request considering.
The main examination done by Lam; communicated with utilizing building systems, where the
participants can make their own idea in view of past encounters. The draft will further be enhanced
with subjective procedures when they discover different issues that arose. The second question, Lam
examines whether the participants can compose their insight when they are collaborating sample of
dialog, talking about and debating. Participants will arrange their data by including things that are
valuable and tossing the wrong ideas beforehand specified result from social connection. In the third
question, Lam examines how designing techniques can create higher-request considering. Intellectual
procedures participants will be inexhaustible in the event that they are in a circumstance to take care
of an issue. The issue is the discovering that happens amid the learning procedure. Holy obligation
which dependably brings up the issue of making understudies dependably think makes it look to the
increment in higher-order thinking.
Becker, (2012) surveyed the level of certainty and authority participants through Socratic
workshop. The study was directed on 27 participants of 18 young men and 9 young ladies. The
technique was utilized as a part of perception where customary learning happened on Monday to
Thursday, while on Friday, educators will utilize designing strategies for showing and learning. The

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after effects of perceptions, the researcher discovered that certainty and dominance of the participants
expanded when the educators’ methodology designing routines. Aside from the perception, participants
were additionally given an inquiry in the wake of utilizing these strategies to mention triangulation
with observable facts. Addressing the inquiries of participants taught utilizing preparing building
likewise expanded contrasted with the ordinary. Table 2 show the summary of Socratic Method studies
related to the learning methods used to improve student learning.
Improvement of critical thinking of students through the Socratic method of questioning can be
viewed directly through thought provoking questions asked. There is an element indirectly causing
more students to think deeply; the element of provocation in each of the proposed questioning. With
the element of provocation, students indirectly compelled to answer with a logical argument for each
answer given to strengthen students’ understanding. The element of provocation is not to restrict
students’ thinking otherwise would be able to trigger the thinking of various ways to diversify the
solution of a problem.
Typically, Socratic questioning method is the process of debate and dialogue between teachers
and students. The process of debate to some extent have the same concept of provocation. Both the
opposition and supporters will try to provide arguments for the sake of argument related to their
answers. When the debate took place, the elements of provocation was also a bit of help and urging
students to think further and probably not thought of before. The process of debate will also train
students to defend their answers with specific arguments to reinforce the establishment of the answers
given. Indirectly, the students’ self-confidence will also be increased after being trained by Socratic
questioning method with the element of provocation.

USING TECHNOLOGY TO ENHANCE LEARNING

Learning Environment of Socratic method can involve the use of technology in view of the present
era of technology boom (Srisawasdi & Panjaburee, 2014). The purpose of technology is to make
the students more motivated to be more engaged in learning (Granito & Chernobilsky, 2012). The
involvement of students in teaching and learning (TnL) is a very important matter that needs to be

Table 2. Socratic method studies related to learning methods to improve student learning

Researcher Main Focus Findings

Passive during the learning of students who apply will
Ann s. Pihlgren Interaction skills while using Socratic
be more active when using Socratic methods. Students
(2009) methods
themselves can engage in learning.
Encouragement of students to think Students are exposed to learning Socratic methods more
Jason Shea
critically and metacognitive using critically minded and can improve their metacognitive
(2009)
Socratic methods problem solving.
Students are taught to live more difficult to understand
Judith Bar Tikva A direct comparison with the than the concept of teaching methods for process Socratic
(2010) methods of teaching questions by the teacher will make them easier to
understand a concept based on their prior knowledge.
Cognitive processes can be improved when using Socratic
Faith Lam Benefits of using Socratic methods in
as a learning approach in conceptualizing, organizing their
(2011) learning.
knowledge and encourage higher-order thinking.
The findings through observation showed that students
using Socratic methods have a level of confidence and good
Charlene Becker See confidence and mastery level of
control. This finding is also supported by the tests for the
(2012) student in using Socratic Method
purpose of triangulation, which came after they undergo a
learning process both conventional and Socratic methods

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taken into account. If the student involvement is not satisfactory, indirectly the objective TnL process
cannot be achieved either. Therefore, when the Socratic is used as a learning environment method
that can be implemented online, the students can engage simultaneously (together) in comparison
to the normal learning environment that is held by rotation. Even the learning environment will
become more attractive and can also encourage the students to give an opinion without any constraints
(Anderson & Elloumi, 2004). Internet learning innovation is one medium that can draw in participants
to partake in the TnL session (Crawford & Brown, 2002; L. Taylor & Parsons, 2011). There are
different innovations that can be utilized as a part of taking in the new millenia, on the other hand,
online innovation is the medium most every now and again utilized these days and it can build the
cooperation of participants in the class (Taylor & Parsons, 2011). This demonstrates the impact of
innovation can make participants more consideration amid the following PDP can enhance their
intellectual learning.
Chang & Yang (2010), led a study on 105 participants of evaluation 11 participants comprising
of 24 male and 81 female participants in secondary schools in Taiwan. Participants were given
treatment utilizing helped learning site for 4 weeks subsequent to experiencing pre-test and post-
test before it is given. At the point when participants utilize these destinations, specialists took a
gander at what happened during the time spent communitarian online discourses in the middle of
educators and participants and also participants and students. The objective is to see the procedure of
intellectual burden happening amid the online exercises happened. The outcomes indicated expanded
psychological weight of demonstrating they are compelled to think in a community process and the
arrangement of an issue. In a roundabout way, intellectual will increment when they utilize the web
innovation in learning.
Kopcha & Alger, (2014) directed an investigation of 54 participants who majored in college
training volunteered to perceive how innovation can help apprentice subjective. Participants are
separated into two gatherings; 24 participants utilize the innovation while 30 others were utilizing
innovation. Albeit every one of them have a foundation comparative innovation, however this study
needed to see whether the innovation truly helping the subjective. The study was directed by semi
exploratory strategy which is a treatment gathering and a control bunch. After a pre-test, the treatment
gathering was offered time to figure out how to utilize online innovations particularly and ideally,
while the control group with traditional routines that utilization fundamental advances, for example,
the utilization of email and surf the Internet at irregular. Their foes and experience post-test outcomes,
the study demonstrated the treatment gathering had performed better than the control group. This
can be demonstrated that the utilization of innovation specifically and ideal can enhance intellectual
working with a perspective of accomplishing a benchmark study.
Leutner (2014), talks about the psychological and emotional understudy in the learning
procedure utilizing sight and sound expressed that the utilization of mixed media is to coordinate
feeling, inspiration and other full of feeling nature alludes to intellectual improvement. He likewise
noticed that mixed media can influence feelings absolutely on participants who use it. In light of
the hypothesis of Moreno (2005, 2006, 2007, 2009) Cognitive-Affective Theory of Learning with
Media (CATLM) demonstrates how feelings and premiums of participants can help the procedure and
expand the season of intellectual learning happens. This hypothesis is taking a hypothetical system
utilizing interactive media learning can enhance intellectual considering into record the inspiration
and full of feeling viewpoints. Generally, this idea paper plans to conquer any hindrance between
examination on intellectual procedures and emotional when incorporated with media components in
learning and thus will offer energy to build understudies’ psychological.
D’Mello et al., (2014) led a study on 63 undergrad participants majoring in brain science in South
America comprising of 21 young men and 42 young ladies concentrate on the perplexity that can be
advantageous to participants. In this study, the strategy used to mention subjective objective facts
gave to the participants’ addresses that may make them be mistaken for e-learning site. In view of
Figure 2, perceptions made utilizing a web camera on your PC to see their response when addressed.

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The discoveries demonstrated that perplexity could urge a profound interest to participants so they
attempt to make discussion with companions on the web. Table 3 shows the summary of studies
related to online learning increases student’s learning.
The findings based on the reactions of test inquiries from participants were investigated thus,
confronts the disarray participants can really assemble and upgrade intellectual backing accessible
for participants psychological rebuilding amid the assessment and choice objectively. This study
likewise found that online discourse is faster, simpler and more powerful for participants to trade
thoughts with one another for their individual arrangements.

HIGHER ORDER THINKING SKILLS (HOTS)

Higher Order Thinking Skills (HOTS) is an agenda for improving education in Malaysia. Higher
Order Thinking Skills (HOTS) involve elements such as critical thinking skills, logical, metacognitive
and creative. This idea by itself is triggered when a person is faced with rare problems, trying to
solve difficult problems and experiencing dilemmas (King, Goodson, & Rohani, 1998) Higher Order
Thinking Skills (HOTS) also involve higher cognitive skills adaptation of Bloom’s Taxonomy as
reported by Krathwohl (2010), namely the skills to analyse, synthesize, evaluate and produce a new
idea (Tomei, 2005). Higher Order Thinking Skills (HOTS) have 5 key elements to be implemented
in the classroom, namely (1) reasoning, (2) Inquiry, (3) questioning techniques, (4) creativity and (5)
solution of the problem. The third element of questioning is a very important technique for building
Higher Order Thinking Skills (HOTS) students, this Learning Socratic Method is suitable as an
approach in this study (Yang, Newby, & Bill, 2005).
There are numerous perspectives in Higher Order Thinking Skills (HOTS) when seen all in all
and one of them is in discriminating consideration. Discriminating speculation is presented in solitary
demeanour and abilities in critical thinking rationale (Glaser, 1942). The conclusion further expressed
that participants create basic intuition implies intelligent idea arranged sensation that strikes him
(Brookfield, 1987; Ennis, 1989; Paul R. C., 1992). However, the genuine discriminating speculation
can be found out or it can be constructed from the inspiration, inclination and nature of a man, Critical

Table 3. Studies related to online learning increases students’ learning

Researcher Focus On Findings

Yang dan Chang Learning to use the web as a treatment for
(2010) students collaborate online
See how technology can help cognitive
apprentices when two groups of students of the
Kopchadan Alger same technological background but divided
(2014) into two groups, treatment (optimum use of
technology) and control (minimum use of
technology).
Discussion on cognitive and affective processes
Leutner (2014)
that students using multimedia in learning
D’Mello, S.,
Lehman, B., See the confusion that happens to students
Pekrun, R., when answering questions online and see an
danGraesser, A. improvement in their cognitive solutions
(2014)
Increase students’ cognitive load because
they collaborated in an indirect force them to
express opinions for the purpose of making
inferences and solutions
While the two groups have a background tech
skill, but minimum usage in learning, their
achievement is not satisfactory compared to
that used optimally. Improved performance
also showed increased use of cognitive
optimally.
Based on the theory CATLM, when students
use multimedia in their learning, he can
improve cognitive and emotionally affective
and motivation
The findings showed that confusion could
encourage a deep curiosity to students so they
try to make conversation with friends online.
They may cognitive restructuring to make
judgments and decisions rationally

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deduction is important to apply suspicions, information, skills and capacities of a man think. At the
point when the discriminating intuition aptitudes are utilized, the individual ought to have the capacity
to re-make an impression of the nature of belief that have been made (Simpson & Courtney, 2002).
As per Banning (2006), a discriminating deduction procedure includes investigation, examination
and assessment of data for reflection and therefore frame exact conclusions. Discriminating thinking
likewise considers the contention given top to bottom when given the conclusions (Fahim & Pezeshki,
2012).
All in all, basic intuition is a critical viewpoint to ace Higher Order Thinking Skills (HOTS) .
While the Socratic strategy for learning is a system that can help understudies take in an idea and can
assemble basic speculation in the meantime. Socratic showing system is otherwise called “Socratic
Seminar” or more recently “Socratic Dialogue and Debate”.

DISCUSSION AND CONCLUSION

Based on the description above, it clearly shows the importance of technology in education is
increasingly becoming a priority to encourage, stimulate and motivate students while learning method
itself. With the use of technology, the learning process can be done more easily by teachers, particularly
to monitor, respond and deliver whatever the latest information to students. However, learning is more
dominant in conveying concepts, while technology is a medium that helps to realize that learning.
Compared to previous studies, Socratic methods applied face to face and this study aims to combine
Socratic Methods with technology so that learning can be implemented online as shown in Figure 4.
As a result of discussions, it was concluded that the use of online learning technologies can help
improve cognitive on students. Rapid technology nowadays also is a catalyst to transform and students
use it more often. Frequency of use of force can make students more motivated to learn something
without direction. Similarly, the implementation of the Socratic Method, previous studies report
that students are more likely to think critically, higher order thinking, and can solve problems well

Figure 4. The relation technology and the Socratic Method to improve the Higher Order Thinking Skills (HOTS)

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received. In addition, students are able to manage the information stored in its memory to synthesize
new information is received and the information available, their results could be more detailed and
systematic. Thus, the education of the new millennium can integrate online learning and Socratic
Method to accelerate and improve the education system existing now.

ACKNOWLEDGMENT

The authors would like to thank the UniversitiTeknologi Malaysia (UTM) and Ministry of Higher
Education (MoHE) Malaysia for their support in making this project possible. This work was supported
by the Research University Grant (R.J130000.7831.4F468) initiated by UTM and MoHE.

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Salihuddin Md Suhadi is a PhD student in Educational Technology from the Department of Educational Science,
Mathematics and Creative Multimedia, Faculty of Education, Universiti Teknologi Malaysia (UTM). He has an MS
in Educational Technology and BSc in education on Physics from Universiti Teknologi Malaysia, Skudai, Johor.
His research interests include Socratic Method, Physics, E-Learning, Online Interaction, Education Technology,
Creative and Critical Learning.

Hasnah Mohamed, PhD, is a Senior Lecturer in Faculty of Education (FP), Department of Educational Mathematics,
Science and Multimedia Creative, Universiti Teknologi Malaysia, Skudai, Johor, Malaysia. She is expert in Resource
Centre, Cognitive Style and Educational Technology.

Zaleha Abdullah, PhD, is a Senior Lecturer in Faculty of Education (FP), Department of Educational Mathematics,
Science and Multimedia Creative, Universiti Teknologi Malaysia, Skudai, Johor, Malaysia. She is expert in Online
Interaction, Creative Thinking and Educational Technology.

Norasykin Mohd Zaid, PhD, is a Senior Lecturer in Faculty of Education (FP), Department of Educational
Mathematics, Science and Multimedia Creative, Universiti Teknologi Malaysia, Skudai, Johor, Malaysia. She is
expert in Online Learning, Mobile Learning and Educational Technology.

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 International Journal of Knowledge-Based Organizations
Volume 6 • Issue 4 • October-December 2016

Baharuddin Aris, PhD, is a Professor and Dean in Faculty of Education (FP), Universiti Teknologi Malaysia,
Skudai, Johor, Malaysia. Professor of Multimedia and Internet-based Learning, Chairman of Malaysian Higher
Education Teaching and Learning Council (MAGNETIC) (2011-2012), Task Force Leader of UTM New Academia
Learning Innovation (since 2012); Editor-in-Chief of ASEAN Journal of Engineering Education (since 2012); MIT
OpenCourseWare (OCW); UTM OCW; UTM-MIT BLOSSOMS; Harvard Peer Instruction Mazur Group and KISS
to Success: Kind, Integrity, Sincere BUT Stern (KISS) is the Key to Success.

Mageswaran Sanmugamis a PhD student in Educational Technology from the Department of Educational Science,
Mathematics and Creative Multimedia, Faculty of Education, Universiti Teknologi Malaysia (UTM). He has an MSc
in Education Management from Universiti Utara Malaysia (UUM); BEng from Kolej Universiti Teknologi Malaysia
(UTHM); Dip., Ed. Science from Institut Perguruan Persekutuan Pulau Pinang and International Dip., Physical
Education from United States Sports Academy. His research interests include Gamification, E-Learning, Science
Education, Game Based Learning, Serious Games, Assessment and Education Technology.

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