This journal is © The Royal Society of Chemistry 2017 Chem. Educ. Res. Pract. Cite this: DOI: 10.1039/c7rp00120g Enhancing students’ HOTS in laboratory educational activity by using concept map as an alternative assessment tool I. B. A. Ghani, N. H. Ibrahim, * N. A. Yahaya and J. Surif Educational transformation in the 21st century demands in-depth knowledge and understanding in order to promote the development of higher-order thinking skills (HOTS). However, the most commonly reported problem with respect to developing a knowledge of chemistry is poor mastery of basic concepts. Chemistry laboratory educational activities are shown to be less effective in developing an optimum conceptual understanding and HOTS among students. One factor is a lack of effective assessment and evaluation tools. Therefore, the primary focus of this study is to explore concept maps as an assessment tool in order to move students’ thinking skills to a higher level during laboratory learning activities. An embedded mixed method design is used in this study, which has also employed a pre-experimental research design. This design triangulates quantitative and qualitative data, which are combined to strengthen the findings. A low-directed concept mapping technique, convergence scoring method, and pre-post laboratory concept map were used in this study. An electrolysis HOTS test was used as the research instrument in order to measure the level of student achievement with respect to high-level questions. In addition, the thought process that is involved when students construct concept maps has been explored and studied in detail by utilising a think-aloud protocol. Results showed a positive development towards understanding and higher level thinking skills in students with respect to electrolysis concepts learned through chemistry laboratory activities. An investigation of the students’ thinking processes showed that high-achieving students were more capable of giving a content-based explanation of electrolysis and engaged in monitoring activities more often while building a concept map. Nonetheless, all categories of students managed to show a positive increase in the activities of explanation and monitoring during the construction of concept maps after they were exposed to the assessment tool in the laboratory learning activities. In conclusion, the assessment activity using concept maps in laboratory learning activities has a positive impact on students’ understanding and stimulates students to increase their HOTS. Introduction and background One of the learning goals for the 21st century is focused on producing workforces that exhibit global competitiveness. This can be achieved by devoting intensive effort to developing students with a profound understanding of knowledge, and the ability to properly solve a problem, think critically and creatively, and be innovative. In other words, students are encouraged to develop their thinking capabilities to higher levels. Thus, students’ achievements in science and mathematics subjects are among the relevant key components to be focused on in order to achieve the educational goals of this century (Sahin et al., 2013). The importance of mastering chemistry concepts in HOTS development Chemistry is an important foundation for meeting learning needs across the fields of science, technology, engineering, and mathematics (STEM). The goal of chemistry education should be to focus on meaningful learning, in which students are able to properly master basic concepts of chemistry so that these can be used to solve problems in new situations. Students’ ability to provide arguments and explanations on specific chemistry processes is strongly emphasised in chemistry education (Norris and Philips, 2012). Knowledge that can be developed in a structured manner is an important factor in determining a student’s ability to solve a new problem (Lopez et al., 2014). However, it was observed that quality learning cannot be achieved because students have a tendency to rely on memorising chemistry facts so that they can regurgitate them in order to pass examina- tions (Fernandez et al., 2013). Department of Educational Science, Mathematic and Multimedia Creative, Faculty of Education, Universiti Teknologi Malaysia, Johor, Malaysia. E-mail: qhurune81@gmail.com, p-norhaniza@utm.my, p-afandy@utm.my, johari_surif@utm.my Received 21st June 2017, Accepted 22nd August 2017 DOI: 10.1039/c7rp00120g rsc.li/cerp Chemistry Education Research and Practice PAPER Published on 22 August 2017. Downloaded on 12/09/2017 04:04:33. View Article Online View Journal