Improving fifth-grade students’ higher order thinking skills through thematic problembased learning module: A research and development

ttps://doi.org/10.53402/ijesss.v3i1.253

OPEN ACCESS

CONTACT Jicardo jicardo@yahoo.com

© 2023 Jicardo. Published with license by Lighthouse Publishing.

This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial NoDerivatives License (http:// creativecommons.org/licenses/by-nc- nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

Improving fifth-grade students’ higher order thinking skills through thematic problem- based learning module: A research and development

Jicardo¹

EenYayah Haenilah² Ryzal Perdana³

1-3Faculty of Teacher Training and Education, Lampung University, Bandar Lampung, Indonesia

ABSTRACT KEYWORDS

This study was aimed to develop a thematic problem-based learning module that was feasible and effective in improving students' fifth-grade students’ higher order thinking skills (HOTS). This research adopted a research and development (R&D) model proposed by Borg & Gall. The participants were 40 fifth-grade students purposively chosen in an elementary school in the City of Bandar Lampung, Indonesia. Data were collected using valid and reliable test instruments and analysed using a paired sample t-test with a significance level of 0.05. The findings indicate that the average pre-test was 39 and the post-test was 81. The average score on the pre-test and post- test for the control group was 45 and 75, respectively. Then, the paired sample t-test (Sig 2-tailed) of the experimental class was undertaken, receiving a significance value of 0.000 or less than 0.05, while the control class received a significance value of 0.000 or less than 0.05. Therefore, the findings that the thematic problem-based learning module significantly improves fifth-grade students’ higher order thinking skills.

Module; problem-based learning;

higher order thinking; elementary school

Received: 10 December 2022 Accepted: 1 January 2023 Published: 3 January 2023

Introduction

Education has a crucial role in human life because it is one of the means to build high quality human resources both in terms of knowledge and skills (Purwaningsih & Herwin, 2020). Education is the primary factor determining the quality of a nation, therefore the progress of a nation can be measured by the progress of education in forming quality human resources in the 21st century. Efforts to realize 21st-century skills are expected by humans who are not only smart in thinking from memorizing activities but also thinking intelligence formed from a process of habituation to solve problems in thinking. According to Bailik (Bailik & Fadel, 2015), the abilities that students in the 21st century must have are Creativity, Critical Thinking, Communication, and Collaboration. To fulfill these needs, education in Indonesia requires educators to conduct learning that can encourage students to improve higher-order thinking skills (HOTS). this was reinforced by the opinion of the Directorate General of educators and education staff at the Ministry of Education and Culture, Supriano stated that the ability to think HOTS is following the demands of 21st-century education, where students must have life and career skills, learning and innovation skills, as well as the ability to utilize media and telecommunications (Darmadi, 2019).

HOTS is a complex thought process in describing material, forming conclusions to produce representations, analyzing and forming a correlation by linking the most basic mental activities (Ariyana, 2018). Schraw and Robinson define HOTS in the latest context as abilities that enhance deeper understanding and conceptual forms based on Bloom's Taxonomy (Adeshola & Abubakar, 2020). The taxonomy formulated by Benjamin S. Bloom in 1956 has a cognitive domain using strata of thinking abilities, ranging from low (LOTS) to high (HOTS). Students who are able to think HOTS can carry out the process of analysis and evaluate problems so that they can build their knowledge, are able to think critically and creatively HOTS is a complex thought process in describing the material, forming conclusions to produce representations, and analyzing and forming a correlation by linking the most basic mental activities (Ariyana, 2018). Schraw and Robinson define HOTS in the latest context as abilities that enhance deeper understanding and conceptual forms based on Bloom's Taxonomy (Schraw & Robinson, 2011). The taxonomy formulated by Benjamin S. Bloom in 1956 has a cognitive domain using strata of thinking abilities, ranging from low (LOTS) to high (HOTS). Students who can think HOTS can carry out the process of analysis and evaluation problems thus they can build their knowledge and can think critically and creatively (Krulik & Rudnick, 1999).

Thus HOTS is an important aspect and is currently a concern in the world of education the ability to think HOTS (analyze, evaluate and create), is very useful to be applied to the daily lives of students, thus they can construct their HOTS (Wicaksono & Irianti, 2022). That way the ability to think is a mental activity in formulating or compiling

an idea to be conveyed. Therefore, thinking is something that cannot be separated from human beings (Fazriani et al., 2019).

Based on the needs analysis which was carried out on November 27, 2021, educators at State Elementary School 1 Sumberejo, Kemiling, Bandar Lampung City, did not fully know the competencies that students should have in the 21st century, thus educators in the learning process have not optimally increased HOTS thinking. The use of the module is still conventional in that the content consists of questions only and is provided by the publisher. The module used has not attracted the attention of students, thus use of the module has not led to the development of students' HOTS abilities in the learning process. Educators have not fully involved in student activity this learning tends to be teacher-centered, learning materials provided by educators tend to complete the material in the student handbook thus it does not emphasize improving students' HOTS abilities. One effort to improve the quality of learning is to use teaching modules that can actively lead students to solve everyday life problems and use the knowledge concepts learned.

Modules are printed teaching materials or instructional packages on materials that students can use for independent study thus it is easier for them to explore the material without the guidance of a teacher. Modules must be appropriate to the learning level of students and have a grammar that is easy to understand thus students can achieve their learning goals (Miller, 2021). The module is suitable for application to students because it is a written teaching material with the aim that students can learn independently without or with the guidance of educators (Rahmawati et al., 2021). Thus the preparation of modules more emphasis on learning activity units that can be easily understood by students, not only based on the amount of material content to be conveyed to students. The module developed is based on the PBL model. The PBL model as a learning model helps educators build a learning environment, starting with current problems that are relevant to students, through more concrete learning experiences (Perdana et al, 2022).

The PBL model involves students in an active, collaborative, student-centered learning process, then develops problem-solving abilities using the broader thinking experiences of students, which tends to be critical in addressing and viewing problems or phenomena that occur in the everyday environment (Yew & Goh, 2016). Students are allowed to find problems around them that can be used as problems in the learning process. Thus when educators apply the PBL model, they don't just analyze it but include collecting, synthesizing information, and presenting findings (Widiatsih et al., 2020). thus the syntax in the PBL model will guide students to be active in solving problems, especially those related to learning materials (Saputro et al., 2022)

Methods

The researcher uses the development model or Research & Development (R&D). R&D research is used to produce certain products and tests the effectiveness of those products. This is following the research that will be carried out by researchers, namely developing a product in the form of thematic modules. This research refers to the development model of Borg and Gall. The research steps according to Borg & Gall (Borg & Gall, 1983). Referring to the literature on the ten steps developed by Borg and Gall, the researchers simplified or modified it into seven research steps. The seven steps are:

Figure 1. the development model (modification from (Borg & Gall, 1983)).

The research was conducted at State Elementary School 1 Sumberejo, Kemiling, Bandar Lampung city.

Research activities are carried out to obtain information about user needs, and development activities are carried out to create PBL-based thematic modules. The subjects of this study were all fifth-grade students at state Elementary School Sumberejo for the 2021 academic year, totaling 40 students. Data collection tools using questionnaires, and interviews. The data analysis technique used paired sample t-test with a significance level of 0.05.

1. Information collection and preliminary research

2. Planning 3. Initial product

development

4. Initial field trial 5. Revision of initial

field trial 6. Main product trial

7. Perfecting the main product

Results

The first step in the development of this product began with research and initial information gathering. At this stage, the researcher made observations through questionnaires with educators, totaling 2 respondents at State elementary school 1 Sumberejo. Based on the results of questionnaires and interviews, most of the activities during the learning process students were more teacher-centered. Students only receive material from learning provided by education regarding completing the educator's handbook, thus they do not emphasize increasing HOTS abilities. The module used has not led to the development of students' HOTS abilities. PBL-based thematic modules are not yet available to improve HOTS abilities. Ideally, educators should teach students lessons that can touch HOTS thinking skills, to increase students' ability to think logically or solve a case of a more complicated problem. The implication is that learning designed by educators must train students to think HOTS and solve problems (Sole & Anggraeni, 2020).

Then the product is validated by experts. The first is the validation of material experts based on aspects of the suitability of the module with the PBL learning model and the quality of the module content. The results of the thematic module product validation test obtained a value of 98 included in the very feasible category. The second is media expert validation, the assessment is based on aspects of the module cover design and module design. The results of the validation test by media experts scored 91, included in the very feasible category. While the linguist validation assessment includes aspects of suitability with the level of development of students, communicativeness, language feasibility, coherence, and integrated flow of thought. As for the results of the linguist validation test, a score of 92 was included in the very decent category. Due to its complete structure, subject matter expert validators, media experts, and linguists find thematic modules feasible. When a module has been determined to be feasible by an expert validator, then the module can be tested. This is in line with what was said by Donnelly (Donelly &

Fitzmaurice, 2005) which states that the preparation of a module must be coherent to be considered complete. Because of the existence of modules, knowledge of both material, questions, and is arranged in such a way that students are actively learning (Feriyanto & Putri, 2020).

The fourth step is the initial field trial after passing the expert validation. The researcher conducted a small group test of 12 students and two educators. The test is to find out the responses or responses of students after the module is developed. The process is that students try modules from researchers with the learning process than when they have finished learning the researchers distribute response questionnaires. The Response Questionnaire distributed by the researcher obtained a score of 87%, namely the criteria were very practical for students and educators scored 92% with very practical criteria. The fifth step is the revision of the initial field trial. It is known that students and educators are very enthusiastic when trying the module by juxtaposing the PBL model with activities on the product. The results show that the activities or activities in the module make students active and very helpful in learning with the PBL model. Thus this PBL-based module has no revisions and is ready to be tested on the main product. The sixth step is the main product test. The main product test involved class V state elementary schools 1 Sumberejo with class B as the experimental group and group A as the control group. The number of students in class B is 20 people and class A is 20 people. The results of the main product trials were obtained through students' HOTS ability tests in the pre-test and post-test. First, the researcher conducted a pre-test to determine students' initial HOTS abilities. Then the next meeting the researcher carried out the learning process then the researcher carried out a post- test for both the experimental class and the control class.

The results are in the form of students' HOTS ability scores. The average score in the experimental group showed a significant increase, from 39 to 81. Then in the control group, the score experienced a significant increase, from 45 to 75. Then it was further analyzed with the terms of the normality test, homogeneity, and paired sample t- test. The results obtained for the sig 2-tailed experimental group were 0.000, less than 0.05, thus H1 was accepted, then H0 was rejected. Then the sig 2-tailed value for the control group is 0.000, less than 0.05, thus H1 is accepted, then H0 is rejected. Thus it can be concluded that there was a significant increase between the HOTS thinking ability tests in the pre-test and post-test of the experimental and control groups and giving meaning to the PBL-based thematic modules was effective in increasing HOTS abilities. The involvement of students in the learning process is the implementation of the activities of participants in a class. Students can contribute actively by carrying out activities that support the learning process, including discussions, reading, and doing assignments ordered by educators (Indah, 2020).This is in line with the PBL model which does not only analyze but includes gathering and synthesizing information and presenting findings (Widiatsih et al., 2020). The seventh step is the improvement of the main product. At this stage, the product being developed is improved again based on the findings and constraints encountered during field trials thus it can be perfected.

Discussion

This is a complex thinking process in describing the material, making conclusions, building representations, analyzing, and building relationships by involving the most basic mental activities. Following the cognitive, affective, and psychomotor domains which are an integral part of the teaching and learning process, HOTS abilities are closely related to thinking abilities (Ariyana, 2018). In general, students' HOTS abilities are based on their ability to relate difficult reasoning, thus its focus on analytical thinking is an educator's effort to improve students' HOTS abilities rather than relying on direct instruction (Fazriani et al., 2019). Therefore, educators must have a solution, namely providing interesting and informative learning modules and their orientation stimulates HOTS abilities. In line with Supriyanto's opinion, modules can be likened to subject matter that has been compiled and written in such a way that it is expected that readers or students can learn on their own (Selviani, 2019). Thus the module is an alternative that

can improve students' HOTS abilities. One of the HOTS ability enhancements is in class V students at State Elementary School, Sumberejo with the development of effective PBL-based modules.The effectiveness of the module is proven by knowing the results of the HOTS capability test on product trials. In the experimental group, students got an average pretest score of 39 and a post-test score of 81. Then in the control group, students got an average pretest score of 45 and a post-test score of 75. From these values, it means that thematic modules-based PBL gave a fairly high increase in each group. Furthermore, the test scores were analyzed with the normality test. The normality test in the experimental group obtained a significance value of 0.200 and 0.200 from the pretest and posttest values. then the control group got a significance value of 0.200 and 0.85 from the pretest and post-test, thus it can be concluded in each group, and based on the significance, the value obtained turns out to be greater than 0.05, and the data is normally distributed. If the data is normally distributed, the researcher continues the homogeneity test. The homogeneity test in the experimental and control groups obtained a significance value of 0.127 and 0.111 in the pretest and posttest. Thus it can be concluded that the significance value obtained from the two groups is greater than 0.05 and the data is declared homogeneous. Then when the researcher has carried out normality and homogeneity tests, the data is then tested with a paired sample t-test.

Testing paired sample t-test is used to prove whether or not there is an increase in HOTS thinking skills in students. The paired sample t-test obtained a pretest-post-test significance value of 0.0000 in each of the control or experimental groups. Thus it can be concluded that the significance value obtained from the paired sample t-test was less than 0.05.Thus the researchers concluded, "there was a significant increase in students' HOTS thinking skills in using PBL-based thematic modules". Then in the end the researcher conducted an effect size test. The effect size test is used to determine the magnitude of the effect of the PBL model applied by the researcher. The effect size test obtained a value of 1,143, and it was categorized as a large effect or PBL which had a large effect on students' HOTS thinking abilities. Increasing students' HOTS abilities in learning using PBL-based thematic modules is inseparable from the activeness of students in the process of presenting assignment results and exchanging opinions regarding module answers (Sucipto, 2017). However, educators are also expected to package learning in the form of planning and learning experiences that will be provided to students properly (Perdana et al, 2021). Thus when students are directly involved in the learning process, they will experience a meaningful learning process for themselves. This is shown by Jennifer Lyn's research findings, which show that a learner who gains a deep conceptual understanding of ideas through direct participation in the learning process will be much more likely to apply that knowledge to new problems (Ramos et al., 2013).

Increasing students' HOTS abilities is also encouraged by the PBL model. The PBL model is an effective learning model that enlightens the development of students through collaboration between students and educators (Taşoǧlu

& Bakaç, 2010). Students learn not to depend on their educators in this Problem-Based Learning (PBL) model because they are faced with a problem and are taught how to solve it (Rahayu et al., 2022). This means that the PBL model is a learner-centered learning model that places learning in the process of solving real-world problems (Arbo & Ching, 2022). The PBL model empowers students by integrating theory and practice using the right steps and with good teacher performance and can improve students' HOTS abilities both affective, psychomotor, and cognitive (Barbieri et al., 2020).

Conclusion

Based on the results of research and development, it can be concluded that the developed PBL-based module product is very sievable and effectively used in the learning process for fifth-grade students at State Elementary School, 1 Sumberejo to improve HOTS thinking skills. This is evidenced by an increase in the average pretest score of students in the experimental class by 39 and the posttest score of 81. Meanwhile, in the control class, the average pretest score was 45 and the post-test score was 75. Next, a paired sample t-test was tested in experimental class and control class. This is shown by the significance value (Sig 2-tailed) getting a value of 0.000 or less than 0.05 (p-value 0.05) in the experimental class. In the control class, the significance value (Sig 2-tailed) got a value of 0.000 or less than 0.05 (p value 0.05).

References

Adeshola, I., & Abubakar, A. M. (2020). Assessment of Higher Order Thinking Skills. Information Age Publishing.

https://doi.org/10.4018/978-1-7998-2314-8.ch008

Arbo, J. B., & Ching, D. A. (2022). Problem-Based Learning Approach in Developing Mathematical Skills. International Journal of Science, Technology, Engineering and Mathematics, 2(1), 26 – 47. https://doi.org/10.53378/352873

Ariyana, Y. (2018). Guideline Book of High Order Thingking Skill Oriented’.

Bailik, M., & Fadel, C. (2015). Skill for the 21st Century. In Center for Curriculum Redesign, Boston. Center for Curriculum Redesign.

Barbieri, G., Sanchez-Londoño, D., Cattaneo, L., Fumagalli, L., & Romero, D. (2020). A case study for problem-based learning education in fault diagnosis assessment. IFAC-PapersOnLine, 53(3), 107–112. https://doi.org/10.1016/j.ifacol.2020.11.017 Borg, W. ., & Gall, M. D. (1983). Educational Research, An Introduction (4 th Ed) (th). Longman Inc.

Borg, W. ., & Gall, M. D. (2003). Educational Research: An Introduction (4th Editio). Longman Inc.

Darmadi. (2019). Optimalisasi Strategi Pembelajaran. Guepedia.

Donelly, R., & Fitzmaurice, M. (n.d.). Collaborative project-based learning and problem-based learning in higher education: a consideration of tutor and student role in learner-focused strategies. In Emerging Issues in the Practice of University Learning and Teaching (pp. 87–98).

Fazriani, N., Supendi, D. A., & Humaira, H. W. (2019). Pengaruh Pendekatan Higher Order Thinking Skill (HOTS) Terhadap Keterampilan Membaca Siswa Kelas X SMK Negeri 3 Kota Sukabumi. Stilistika: Jurnal Pendidikan Bahasa Dan Sastra, 12(2), 124–138. https://doi.org/10.30651/st.v12i2.2802

Feriyanto, F., & Putri, R. O. E. (2020). Developing Mathematics Module Based on Literacy and Higher Order Thinking Skills (HOTS) Questions to Train Critical Thinking Ability of High School Students in Mojokerto. Journal of Physics: Conference Series, 1594(1). https://doi.org/10.1088/1742-6596/1594/1/012014

Indah, P. (2020). Development of HOTS (High Order Thinking Skill) Oriented Learning Through Discovery Learning Model to Increase The Critical Thinking Skill of High School Students. International Journal of Chemistry Education Research, 3(3).

https://doi.org/10.20885/ijcer.vol4.iss1.art4

Krulik, S., & Rudnick, J. A. (1999). Innovative task to improve critical and creative thinking skills. Developing Mathematical Reasoning in Grades K-12, K-12, 138–145.

Miller, M. (2021). Development and Assessment of a Polymer Processing Learning Module. ASEE Annual Conference and Exposition, Conference Proceedings, 427–444. https://doi.org/10.18260/1-2--36948

Perdana, R., & Suswandari, M. (2021). Literasi Numerasi Dalam Pembelajaran Tematik Siswa Kelas Atas Sekolah Dasar. Absis:

Mathematics Education Journal, 3(1), 9. https://doi.org/10.32585/absis.v3i1.1385

Purwaningsih, A. Y., & Herwin, H. (2020). Pengaruh regulasi diri dan kedisiplinan kemandirian belajar siswa di sekolah dasar The influence of self-regulation and discipline on the independence of student in elementary schools. Jurnal Penelitian Ilmu Pendidikan, 13(1), 22–30.

Rahayu, A., Yulianti, D., Pramudiyanti, & Maulina, D. (2022). An e-module analysis for problem-based learning with a focus on developing students’ critical thinking skills. Asian Journal of Educational Technology, 1(3), 126–130.

https://doi.org/10.53402/ajet.v1i3.38

Rahmawati, S., Masykuri, M., & Sarwanto, S. (2021). The effectiveness of discovery learning module classification of materials and its changes to enhance critical thinking skills. Jurnal Inovasi Pendidikan IPA, 7(1), 74–84.

https://doi.org/10.21831/jipi.v7i1.33253

Ramos, J. L. S., Dolipas, B. B., & Villamor, B. B. (2013). Higher Order Thinking Skillss and Academic Performance in Physics of College Students: A Regression Analysis. International Journal of Innovative Interdisciplinary Research, 4, 48–60.

Saputro, N., Haenilah, E. Y., & Adha, M. M. (2022). The development of a problem-based learning design model to improve students’

communication skills. International Journal of Educational Studies in Social Sciences (IJESSS), 2(2), 71–78.

https://doi.org/10.53402/ijesss.v2i2.49

Sari1, Y., Asnawati, R., & Perdana, R. (n.d.). The Influence of Problem Based Learning Model on Creative Thinking Skill of Senior High School Students’. Science Prism : Journal of Science and Mathematics and Natural Science Study IKIP Mataram, 6(2), 66.

Selviani, I. (2019). Pengembangan Modul Biologi Problem Based Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik SMA. IJIS Edu : Indonesian Journal of Integrated Science Education, 1(2), 147–154.

https://doi.org/10.29300/ijisedu.v1i2.2032

Sole, F. B., & Anggraeni, D. M. (2020). Analysis of High Order Thinking Skill (HOTS) in joint midterm examination at YAPNUSDA Elementary School. Journal of Physics: Conference Series, 1440(1). https://doi.org/10.1088/1742-6596/1440/1/012102 Sucipto, S. (2017). Pengembangan Ketrampilan Berpikir Tingkat Tinggi dengan Menggunakan Strategi Metakognitif Model

Pembelajaran Problem Based Learning. Jurnal Pendidikan (Teori Dan Praktik), 2(1), 77.

https://doi.org/10.26740/jp.v2n1.p77-85

Taşoǧlu, A. K., & Bakaç, M. (2010). The effects of problem based learning and traditional teaching methods on students’ academic achievements, conceptual developments and scientific process skills according to their graduated high school types.

Procedia - Social and Behavioral Sciences, 2(2), 2409–2413. https://doi.org/10.1016/j.sbspro.2010.03.346

Wicaksono, A., & Irianti, N. (2022). Pelatihan Pengembangan Pembelajaran Berorientasi Higher Order Thinking Skills (HOTS) Bagi Guru Sekolah Dasar. Jurnal Pengabdian Masyarakat (Abdira), 2(1), 21–26. https://doi.org/10.31004/abdira.v2i1.59 Widiatsih, A., Wardani, D. A. R., Royhana, U., Djamali, F., & Septory, B. J. (2020). The development of mathematical problem based

on Higher Order Thinking Skill (HOTS) on comparative material by implementing PBL and its effect on the teacher’s creative thinking skill. Journal of Physics: Conference Series, 1538(1). https://doi.org/10.1088/1742-6596/1538/1/012110

Yew, E. H. J., & Goh, K. (2016). Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Professions Education, 2(2), 75–79. https://doi.org/10.1016/j.hpe.2016.01.004