LOWER-GRADE ELEMENTARY STUDENTS’ READINESS FOR HIGHER-ORDER THINKING SKILLS: A SYSTEMATIC LITERATURE REVIEW
Abstract
This study investigates the characteristics of cognitive development in lower-grade elementary school students, their readiness to engage in HOTS-based learning, and instructional strategies that align with their developmental stage. Using a Systematic Literature Review following PRISMA guidelines, data were collected from ScienceDirect, ERIC, and DOAJ for publications between 2021 and 2025. From 4,317 identified records, nine empirical studies met the inclusion criteria and were analysed. The findings show that lowergrade students predominantly operate at the concrete cognitive stage while demonstrating emerging abstract reasoning. Their readiness to engage in HOTS depends on the provision of developmentally appropriate support. Strategies such as concrete media, including wayang beber and picture books; contextual and visual materials; inquiry-based discussion; project-based learning; gamified STEM activities; and collaborative models have proven effective in stimulating critical, reflective, and problem-solving skills. Thus, this study contributes to the literature by clarifying how specific cognitive developmental characteristics systematically shape the selection of HOTS instructional strategies in lower grades and by offering an evidence-based framework to guide teachers and policymakers in designing HOTS instruction that is aligned with children’s cognitive development.
Keywords
Cognitive development, elementary school, higher order thinking skills, lower-grade student
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