Problem-based learning using e-module: Does it effect on student’s high order thinking and learning interest in studying geography?

Abstract

High Order Thinking Skills (HOTS) are abilities that students in the 21st century must acquire. Problem-based learning is one of the learning models to improve high order thinking skills. E-module is an innovative teaching tools used in geography education. Geography is the main focus of education in the 21st century, especially related to environmental issues. This study aimed to determine the effect of PBL with e-module based on HOTS to student’s learning interest in studying geography. The research population consisted of second-year students (grade 11) of social class in SMAN 2 Semarang (Public Senior High School). This research used a factorial experimental design. The data was collected using a test measuring HOTS and a questionnaire measuring enthusiasm for learning geography. The data were analysed using statistics, including the normality test, the homogeneity test, and hypothesis testing with the T-test, linear regression, and two-way ANOVA. The results found that: 1) PBL with e-modules had a significant effect on HOTS; 2) student’s interest in studying geography had no significant effect on HOTS; 3) there was no effect between PBL and e-modules with student’s interest in studying geography on HOTS. The HOTS test results were unaffected by the increase or decrease in student’s interest. The HOTS is not influenced by student’s interest in studying geography, but rather by the actual learning; 4) the highest indicator of developing HOTS is the capacity for abstract thought; 5) students conclude that using e-modules in PBL can improve interest for solving environmental issues. The combination of e-module content with project-based learning motivates students to protect the environment.

Development of hots-based cognitive assessment instruments: ADDIE model

“…HOTS indicators for the typical category of complex thinking, include comparing, classifying, making inductions, making deductions, examining errors, constructing support, abstracting, and assessing perspectives [42]. The highest indicator in improving HOTS is abstraction ability, which is being able to identify several solutions (rich solutions) to the context-based challenges offered [43].…”

“…The ability of HOTS students can be improved through several things, one of which is through learning methods. Learning methods can improve HOTS [43]. Therefore, teachers must innovate learning by selecting the appropriate learning methods and focusing on student interests [49].…”

Peningkatan Kemampuan Berpikir Spasial: Implementasi Model Problem Based Learning melalui Pendekatan Self Efficacy Berbantuan WebGIS Inarisk

“…Problem Based Learning (PBL) merupakan model pembelajaran yang tepat untuk menunjang kemampuan berpikir spasial. Dalam pembelajaran geografi implementasi model PBL bertujuan untuk menemukan solusi dalam permasalahan geosfer di lingkungan sekitar secara keruangan (Nurcahyo & Winanti, 2021;Wijayanto, Sumarmi, Hari Utomo, Handoyo, & Aliman, 2023). Keunggulan PBL menekankan proses pembelajaran berpusat pada peserta didik (students centered learning) selaras tuntutan pembelajaran abad 21 pada aspek kolaborasi peserta didik (Aulia, Kantun, & Kurnianto, 2023;Silviariza, Sumarmi, Utaya, & Bachri, 2023).…”

Development of Problem Based Learning Model Tools with Google Classroom to Improve Students' Mastery of Temperature and Heat Concepts

“…Google classroom is a suitable medium when combined with the Problem Based Learning learning model (Atikah et al, 2021;Yusuf et al, 2022). Based on research conducted by Widyaningsih et al (2019), andWijayanto et al (2023), the influence of the PBL model using Google Classroom media can have quite a high influence on students' HOTS skills. Based on the description of the problem, this is the reason for researchers to innovate learning by developing PBL model learning tools with Google Classroom to improve students' ability to master the concepts of temperature and heat.…”