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Generative and Connecting, Organizing, Reflecting, Extending (CORE) are two kinds of learning model thatcan improve learners’ higher order thinking skill (HOTS). The purpose of this study was to point out the best model to improve learners’ HOTS. For this purpose, a quasi-experiment was done in 7 Malang Indonesia Senior High School. Twogroups of tenth grades learnerswere selected by random sampling method. Generative learning model was applied to the first group, while CORE learning model was applied to the second group. Learners’ HOTS were measured by the test which made based on HOTS indicators. Before starting the program, each group took a pre-test. The program lasted for three weeks, and four hours each week; and at the end of the program post-test works were taken from the candidates.The hypothesis was tested using independent sample t-test using SPSS 16.00 for windows with probability of significance value of 0.05.The results of the research shown that there was a significant difference between the gain score points of the experimental groups (P<.05).The results also showed that the average of learners’ HOTS points withgenerative learning model washigher than the other group.It was observed that this paper previously uncovered a role for (1) Barbara L. Grabowski (2014) that generative learning model can increase higher order thinking skill, and (2) Robert C. Calfee (2004) that CORE can increase higher order thinking skill. This manuscript builds on our prior study to compare about both models, and focus on the effects on higher order thinking skill.

A Comparison between Generative Learning Model and CORE Learning Model: The Influence on Learners’ Higher Order Thinking Skill