Teachers’ Assessment of Student Higher Order Thinking Skills Towars Developing Interactive Physical Education Instructional Strategies

This study examines the current state of teaching practices in fostering higher-order thinking skills (HOTS) among students, particularly in the context of Physical Education (PE). The findings reveal an average assessment of HOTS development, suggesting that present teaching methodologies prioritize basic skills over advanced cognitive processes such as analysis, evaluation, and creativity. Moreover, the results indicate equitable assessment across genders, highlighting that teachers apply consistent criteria irrespective of gender, and that both male and female students demonstrate comparable levels of HOTS in PE-related activities.However, the study identifies room for improvement in teaching strategies and assessment methods, as current practices show inconsistency in effectively fostering critical thinking, problem-solving, and independent thought processes. A positive connection between effective teaching strategies and HOTS development underscores the significance of implementing well-designed instructional methods to enhance students' cognitive abilities.Recommendations include integrating activities that promote critical thinking and decision-making, providing targeted training for teachers, developing alternative assessment tools, and revising curriculum and evaluation methods to align with contemporary educational demands. The study emphasizes the need for a collaborative effort among teachers, school administrators, and curriculum planners to ensure that teaching practices and assessments effectively support the development of higher-order cognitive skills in all students.