(Department of Primary School Teacher Education, Faculty of Education, Universitas Pendidikan Indonesia, Indonesia)
(2) Fitri Nuraeni
(Department of Primary School Teacher Education, Faculty of Education, Universitas Pendidikan Indonesia, Indonesia)(3) Alfiana Nurussama
(Department of Primary School Teacher Education, Faculty of Education, Universitas Pendidikan Indonesia, Indonesia)(4) Afridha Laily Alindra
(Department of Primary School Teacher Education, Faculty of Education, Universitas Pendidikan Indonesia, Indonesia)*Corresponding author
AbstractThis study examined the effect of the Problem Based Learning (PBL) model assisted by Assembler Edu media on elementary students’ higher order thinking skills (HOTS) in science learning, and compared the improvement achieved by students taught with PBL assisted by Assembler Edu to those taught with PBL without the media. A quantitative approach with a quasi-experimental, non-equivalent control group design was applied. Participants were 38 third-grade students at a public elementary school in Purwakarta Regency, West Java, comprising 23 students in the experimental group and 15 students in the control group, studying the topic of vertebrate and invertebrate animals. Data were collected through a multiple-choice HOTS test administered as a pretest and posttest, supported by classroom observation and documentation. The experimental group’s mean score rose from 43.48 to 80.96, with the percentage of students reaching the high category increasing from 0% to 73.9%. The control group’s mean score rose from 82.67 to 88.47. Normalized gain analysis indicated a moderate, fairly effective improvement for the experimental group (N-Gain = 0.60) compared to a low, ineffective improvement for the control group (N-Gain = 0.10). However, an independent samples t-test comparing the two groups’ learning outcomes did not reach statistical significance (t = 1.084; t-table = 2.028; df = 36). These results indicate that PBL assisted by Assembler Edu meaningfully improved students’ HOTS in descriptive and normalized-gain terms, supporting its potential as an interactive learning medium, although the between-group statistical comparison warrants confirmation in future studies with larger and more balanced samples.
KeywordsAssembler Edu; Elementary Science Education; Higher Order Thinking Skills; Problem Based Learning; Quasi-Experimental Design
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DOIhttps://doi.org/10.33122/ejeset.v7i1.1452 |
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