Mapping Analogy-Based Synectic Thinking to Bloom's Revised Taxonomy: Investigating Its Role in Enhancing Higher-Order Learning Outcomes

Abstract : The twenty-first century, characterized by rapid globalization and technological advancement, demands the cultivation of higher-order thinking skills (HOTS) to prepare learners for complex societal challenges. As education shifts from knowledge transmission to knowledge construction, innovative pedagogical approaches are required to move beyond rote memorization toward critical, creative, and analytical reasoning. The Synectic model, grounded in analogy-based thinking, offers a promising strategy for fostering cognitive flexibility and deeper understanding. Integrating HOTS through Synectic instruction transforms such classrooms into inquiry-oriented environments that emphasize interpretation, evaluation, and synthesis rather than mere recall. This paper maps analogy-based Synectic processes onto Bloom’s Taxonomy to provide a structured cognitive framework that aligns instructional strategies with hierarchical learning outcomes. The proposed alignment demonstrates how Synectic techniques intentionally promote progression from understanding and application to analysis, evaluation, and creation. By offering practical guidance for instructional planning and assessment design, this framework supports the development of reflective, creative, and intellectually autonomous learners capable of rational and innovative thought. Keywords : Synectic Model, Higher Order Thinking, Bloom's Taxonomy, Analogy.