Introduction
Democracy is a form of government that rests on the sovereignty of the people. It is grounded in core principles such as equality, freedom of expression, political participation, and the rule of law. Civil rights and social justice are integral to democratic societies, and political protest is one of the most visible expressions of democratic participation. In democratic societies, youth activism serves as a powerful reflection of civic engagement and collective consciousness. On 17 February 2025, thousands of students participated in the #IndonesiaGelap ("Dark Indonesia") protest across major cities such as Jakarta, Yogyakarta, Semarang, Surabaya, and Medan. Organized by the Student Executive Board – All Indonesian (BEM-SI), the protest was driven by dissatisfaction with both past and current political leadership, particularly in relation to budget cuts, corruption, and the military’s growing role in civil governance. This protest underscores the real-world importance of integrating Higher Order Thinking Skills (HOTS) in education, demonstrating how these skills can empower students to critically engage with societal issues and participate actively in democratic processes.
This article aims to examine how Higher Order Thinking Skills (HOTS) in education serve as a foundational approach to developing youth capacity for informed civic engagement, particularly critical and creative thinking, can empower youth to participate in democratic activism, both in physical and digital spaces, by analyzing the #IndonesiaGelap movement as a case study. While the article emphasizes the conceptual and civic significance of HOTS, it does not detail specific instructional strategies for teaching these skills. Instead, it focuses on how HOTS can empower students to become active, critical, and reflective participants in a democratic society.
HOTS (Higher-Order Thinking)
The foundation of higher order thinking skills Is Bloom’s Taxonomy, a framework that Benjamin Bloom first presented in 1956 and that divides learning goals into tiers of complexity. According to Bloom (1956), the original model placed a strong emphasis on cognitive skills, with the higher tiers concentrating on more complex thought processes like synthesis and evaluation. These skills, especially the cognitive abilities such as analyzing (C4), evaluating (C5), and creating (C6) are essential for moving beyond surface-level learning and fostering deeper intellectual engagement (Anderson & Krathwol, 2001). Within this framework, critical thinking is the capacity to make reasoned judgments, examine information objectively, and ask meaningful, probing questions (Ennis, 1991). It equips individuals to assess arguments, identify bias, and distinguish between evidence and opinion. Importantly, critical thinking also involves certain dispositions—like open-mindedness, intellectual humility, and a willingness to revise beliefs in light of new evidence (Ennis, 1987; Ennis, 1991, Kennedy et al., 1991). These habits of mind are just as essential as the skills themselves, as they promote thoughtful reflection and ethical reasoning.
In addition to critical thinking, creative thinking forms an integral part of HOTS. While critical thinking is primarily evaluative and analytical, creative thinking focuses on originality, innovation, and the ability to imagine alternative perspectives or possibilities. Hartman and Sternberg (1993) describe the interplay between these two modes of thought: critical thinking enables individuals to select wisely from available options, while creative thinking allows them to shape new possibilities altogether. In this sense, creative thinking is not just about artistic expression—it is also about problem-solving, ideation, and adaptability. This is especially vital in today’s complex world, where rigid thinking often fails to address the nuances of real-world challenges.
Together, critical and creative thinking form a dynamic and interdependent foundation for Higher Order Thinking. When learners apply both, they are better able to navigate uncertainty, generate informed opinions, and respond flexibly to unfamiliar situations. In educational contexts, HOTS helps cultivate not only academic excellence but also intellectual autonomy and civic readiness. Students equipped with HOTS are more capable of engaging with complex texts, participating in meaningful discussions, and contributing to collaborative problem-solving. Beyond the classroom, these skills empower young people to take informed action—whether in political activism, community leadership, or digital advocacy—demonstrating that HOTS is not only a cognitive asset but also a social and democratic necessity.
Youth and Democratic Practice
The Coordinator of the all-Indonesia Student Executive Board (BEM SI), Satria Naufal in the interview with Tempo.com said that the title Indonesia Gelap is interpreted as the fear of Indonesians regarding the nation’s future, he assessed that in Prabowo’s leadership era, society was often haunted by issues and policies that did not favor the people, due to that this protest should serve as a reminder for the government when making policies (Nugroho, 2025). The protest not only was centralized in Jakarta, it also erupted in Yogyakarta, Semarang, Surabaya, and Medan. Demonstrators have put forward 13 demands addressing a range of issues, including education, military involvement in politics, austerity measures, asset confiscation laws, and police reform. This growing civic response illustrates the need for education systems to equip young people with the cognitive tools to analyze and respond to political and social issues. Higher Order Thinking Skills (HOTS) are central to this effort. This paper argues that HOTS must be integrated into education to empower youth to engage critically and constructively in creative way in democratic society.
On one hand, the younger generations have consistently played a pivotal role in social movements, often taking the lead in voicing criticism of state policies and responding to broader socio-political issues. Youth involvement in activism is not a singular event but a crucial component of broader social movements. It serves as a powerful catalyst for transformation in the complex fabric of contemporary society (Cebul, 2023; Shah & Khan, 2023). This pattern is evident not only globally but also in Indonesia, where youth involvement in protests and advocacy has been a prominent feature of political engagement (Wahyuningroem et al., 2024). Many young people are genuinely driven by a desire to bring about positive change and hold the government accountable in hopes of contributing to a better society, they openly address their agency to demand change and to present solutions, opening up the possibility of alternative futures. Adolescents often exhibit a heightened consciousness about social injustices and disparities and are motivated by a profound desire to address and resolve these matters, hence, a fundamental driving force behind youth activism is an inherent and profound commitment to the pursuit of social justice (Welton & Harris, 2022; Shah & Khan, 2023).
