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In this disruptive era, the success of teaching approaches that encourage students’ creativity and innovation is presented in students’ attained high-order thinking skills (HOTS). Consequently, the attainment of HOTS aids someone to avert negative things since they are capable of analyzing and evaluating their obtained information. Besides, HOTS also facilitates the process of students attaining knowledge, generating questions, properly interpreting information, and drawing a conclusion for an issue, with solid reasons, an open mind, and an effective means to communicate it. This article presents a theoretical study on the interactive instructional learning model and identifies its potential in accelerating students’ HOTS. It aims to introduce the interactive instructional model in chemistry learning. Further, this model can be adopted in a study with a more intensive evaluation of its empirical contribution to chemistry learning. The learning syntax for this model has been formulated for the Basic Chemistry Class 1. References Brookhart, S. M. (2010). How To Assess Higher Order thinking Skills in your classroom. Alexandria. Fearon, D. D. , Copeland, D. , Proceedings of the Science and Mathematics International Conference (SMIC 2018) (pp. 215–222). CRC Press Taylor pp. 1606–1610). Springer US. https: //doi. org/10. 1007/978-1-4419-1428-6₁100 Resnick, L. B. (1987). Education and Learning to Think. National Academy Press. Toledo, S. , & Dubas, J. M. (2016). Encouraging Higher-Order Thinking in General Chemistry by Scaffolding Student Learning Using Marzano’s Taxonomy. Journal of Chemical Education, 93 (1), 64–69. https: //doi. org/10. 1021/acs. jchemed. 5b00184 Zohar, A. (2004). Elements of Teachers’ Pedagogical Knowledge Regarding Instruction of Higher Order Thinking. Journal of Science Teacher Education, 15 (4), 293–312. https: //doi. org/10. 1023/B: JSTE. 0000048332. 39591. e3 Zohar, A. , & Dori, Y. J. (2003). Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive? Journal of the Learning Sciences, 12 (3), 145–181. https: //doi. org/10. 1207/S15327809JLS1202₁ Zoller, U, & Dori, Y. J. (2002). Algorithmic, LOCS and HOCS (chemistry) exam questions: performance and attitudes of college students. International Journal of Science Education, 24 (2), 185–203. https: //doi. org/10. 1080/09500690110049060 Zoller, Uri, & Pushkin, D. (2007). Matching Higher-Order Cognitive Skills (HOCS) promotion goals with problem-based laboratory practice in a freshman organic chemistry course. Chemistry Education Research and Practice, 8 (2), 153–171
Ulfa et al. (Sat,) studied this question.