Learning Innovation in Strengthening Higher Order Thinking Skill in the Laboratory Elementary School

This study aims to: (1) describe the roles played by principals and teachers in conducting learning innovations to strengthen higher-order thinking skills; (2) describe learning innovations that have been successfully developed by Laboratory Elementary Schools of Universitas Negeri Malang (LES-UM) to strengthen higher-order thinking skills; and (3) describe the strategies of principals and teachers in conducting learning innovations to strengthen higher-order thinking skills. This study uses qualitative research with a phenomenological approach. This study also uses a case study design that attempts to analyze learning innovations in strengthening higher-order thinking skills at the LES-UM. Research findings, among others: (1) principals act as planners, implementers, and evaluating superior programs in the context of the successful implementation of facilitation of higher-order thinking skills of students; (2) three innovations developed by LES-UM, including: group acceleration, ICP, and Bilingual. Group acceleration program is the most dominant innovation; (3) the principal's strategy in facilitating the implementation of high-thinking skills-based learning innovations, including: (1) involving all teachers and staff in empowerment activities, especially in learning clinics that are fostered by the school development team; (2) intensification of supervision activities; (3) developing of bilingual textbooks independently; (4) establish intensive communication with parents of students, especially those related to the innovation of group acceleration programs; (5) conduct regular meetings in the beginning of the semester in preparing the semester program; (6) strengthen exemplary programs, both in the form of school attendance and the creation of a bilingual interaction climate; and (7) organizing a picket teacher program (co-teacher).