Pengaruh Model Problem-Based Learning Dengan LKPD Multirepresentasi Terhadap Keterampilan Berpikir Tingkat Tinggi Siswa Kelas 5 Sekolah Dasar Dalam Pembelajaran IPA

Abstract

This study examined the effect of a Problem-Based Learning (PBL) model supported by multi-representation student worksheets on fifth-grade students’ higher-order thinking skills (HOTS) in science learning. A quasi-experimental study using a non-equivalent control-group pretest–posttest design was conducted with 60 students (30 in the experimental group and 30 in the control group) selected from elementary schools in the Wirolegi Cluster, Jember, Indonesia. The experimental group learned through PBL supported by multi-representation worksheets, whereas the control group participated in group-discussion-based instruction. Data were collected using a 25-item multiple-choice HOTS test covering analyzing (C4), evaluating (C5), and creating (C6), alongside observation, expert-validation, and practicality instruments. The manuscript reports an ANCOVA result for overall HOTS of F = 4.837 and p = .032. However, adjusted group means, the complete ANCOVA output, effect-size estimates, and assumption checks specific to ANCOVA must be verified and reported before the magnitude of the effect can be interpreted. The reported results suggest a statistically significant difference in overall post-intervention HOTS scores after accounting for pretest performance; they do not, by themselves, establish that the intervention caused a particular percentage of improvement. The findings should therefore be interpreted in light of the study’s sampling, implementation, and measurement limitations.