INTERNATIONAL JOURNAL OF EDUCATIONAL STUDIES IN SOCIAL SCIENCES

2023, VOL. 3, NO. 1, 14 – 18

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

OPEN ACCESS

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 Module; problem-based learning;
effective in improving students' fifth-grade students’ higher order thinking skills (HOTS). This higher order thinking; elementary
research adopted a research and development (R&D) model proposed by Borg & Gall. The school
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 Received: 10 December 2022
findings that the thematic problem-based learning module significantly improves fifth-grade Accepted: 1 January 2023
students’ higher order thinking skills. 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

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, transfor med, or built upon
in any way.
 INTERNATIONAL JOURNAL OF EDUCATIONAL STUDIES IN SOCIAL SCIENCES 15

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. Modu les 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:

1. Information 2. Planning 3. Initial product

collection and development
preliminary research

6. Main product trial 5. Revision of initial 4. Initial field trial

field trial

7. Perfecting the
main product
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.
16 Jicardo, EenYayah Haenilah, Ryzal Perdana

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
 INTERNATIONAL JOURNAL OF EDUCATIONAL STUDIES IN SOCIAL SCIENCES 17

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).

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