This study examines the effectiveness of Problem-Based Learning (PBL) in improving Grade 8 students’ critical thinking skills in algebraic problem solving. A quasi-experimental design was employed with 53 students, divided equally between an experimental group receiving PBL instruction and a control group receiving conventional instruction. Students’ critical thinking abilities were measured with pre- and post-tests, and the data were analyzed with independent-samples t-tests, paired-samples t-tests, normalized gain (N-gain), and effect size. The results revealed that both groups had comparable initial abilities, as indicated by the non-significant difference in pre-test scores. However, after the intervention, the experimental group achieved a significantly higher mean score compared to the control group (p 0.001). Within-group analysis showed that both groups improved significantly, but the magnitude of improvement was substantially greater in the PBL group. This is further supported by the N-gain results, which showed that the experimental group reached the moderate-to-high category, while the control group remained in the moderate category. The calculated effect size (d = 1.26) indicates a strong practical impact of PBL on students’ critical thinking skills. Additionally, gender-based analysis showed no significant differences, suggesting that PBL is equally effective for both male and female students. These findings indicate that Problem-Based Learning (PBL) creates a more effective environment for enhancing students’ critical thinking skills through structured problem-solving activities, collaborative discussions, and reflective reasoning processes. The study emphasizes the significance of student-centered learning approaches in mathematics education and recommends integrating PBL into classroom instruction to promote higher-order thinking skills and deeper conceptual understanding among students. Keywords: Problem-Based Learning, Critical Thinking Skills, Algebra, Middle School Students.

ABSTRACT Critical and creative thinking are essential 21st-century skills enabling learners to navigate complex realities. Although several studies have examined the integration of ethnomathematics and Project-Based Learning (PBL), a systematic synthesis explicitly linking these approaches to the development of critical and creative thinking remains rare. To fill this gap, a systematic review and deductive – inductive thematic analysis were performed on 17 peer-reviewed articles published between 2000 and 2025, sourced from Scopus, Taylor & Francis, and Garuda. The analysis revealed three main themes: (1) theoretical convergence between ethnomathematics and constructivism-based PBL frameworks, (2) pedagogical strategies that promote higher-order thinking through cultural contextualization, and (3) implementation challenges across educational settings. The reviewed articles highlight that local cultural practices serve not only as learning resources but also as cognitive and affective tools that strengthen students’ identity and engagement. Methodological limitations persist, including the predominance of quasi-experimental designs, narrow material scope (e.g. focusing only on geometry), and the scarcity of longitudinal and cross-disciplinary studies. This review underscores the importance of integrating local cultural knowledge into mathematics education so that learners become not only problem solvers but also cultural inheritors. Practical implications are provided for researchers and teachers aiming to design mathematics education that is contextual, culturally responsive, and conducive to developing higher-order thinking skills.

This study aims to analyze the application of the Rasch Model in evaluating reasoning assessment instruments for elementary school students through a systematic literature review. Reasoning ability is a fundamental component of Higher Order Thinking Skills (HOTS) and plays an important role in developing critical thinking and problem-solving skills. This study employed a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 framework. Literature was collected from Google Scholar, Scopus, ERIC, and Garuda databases. The review included peer-reviewed journal articles published between 2020 and 2025 that focused on the application of the Rasch Model in educational assessment, reasoning assessment, HOTS, and instrument validation. Following the identification, screening, eligibility, and inclusion stages, 15 articles met the inclusion criteria and were analyzed using thematic content analysis. The findings indicate that the Rasch Model provides more objective, valid, reliable, and stable measurements than Classical Test Theory (CTT). The model effectively evaluates item validity, reliability, item difficulty levels, person-item maps, and item fit statistics, thereby improving the accuracy of reasoning assessment. The study concludes that the Rasch Model is highly relevant for developing HOTS-based reasoning instruments in elementary education and contributes significantly to improving the quality of educational assessment and supporting 21st-century learning evaluation.

This article explores the transformative impact of generative AI and digital tools on communicative language learning, with a focus on encouraging learner autonomy, critical engagement, and devel oping higher-order thinking skills. Drawing on classroom experience and interdisciplinary re search, it examines both the promise and the pit falls of integrating AI into educational practice, es pecially among Gen Z learners. The discussion highlights risks, such as the ELIZA effect and AI driven misinformation, while also emphasizing AI’s potential as an adaptive digital language assis tant capable of offering personalized feedback and interactive dialogue. Through practical examples and linguistic activities, this article illustrates how tasks like image generation, role-play, and prompt engineering can enhance linguistic competence and intellectual agility. Ultimately, it advocates for responsible integration, encouraging educators to harness AI tools to complement human instruc tion, uphold academic integrity, and promote reflective, learner-centred methodologies

Project-Based Assessment (PBA) is an integrated assessment paradigm widely applied in STEM and other interdisciplinary fields. It holds significant potential for fostering students’ higher-order thinking skills and enhancing their comprehensive abilities. However, research in this field remains fragmented and lacks a systematic synthesis. This study addresses this gap by conducting a scoping review of 75 articles aiming to elucidate core concepts, diagnose implementation practices, and provide strategic guidance for future development. The synthesis revealed that PBA is a comprehensive assessment paradigm grounded in constructivism, which integrates multidimensional assessment functions based on authentic problems and process-oriented assessment. Essentially, PBA is positioned as a learning-centered assessment. The findings indicated that PBA is predominantly implemented in higher education and applied disciplines, primarily targeting higher-order cognitive objectives through mixed-method assessment tools. While PBA demonstrates a positive trend in fostering learner engagement, its effectiveness is often hindered by heavy implementation burdens and concerns regarding assessment reliability. Furthermore, several critical deficiencies were identified, including a teacher-centric power structure, the absence of initial assessment phases, and insufficient iterative improvement. Consequently, to enable the effective implementation of PBA, future efforts should focus on reconstructing evidence frameworks, redefining teacher roles, and refining practice models.

The impact of generative artificial intelligence literacy on higher-order thinking skills in Chinese higher vocational college students: Integrating variable-centered and person-centered approaches.

From rote learning to critical inquiry: fostering higher order thinking skills through collaborative questioning in a rural secondary English-medium science classroom

Comparison of high school textbooks analyzing higher order thinking skills development in India and Singapore

This study aims to determine the effectiveness of the Student Teams Achievement Divisions (STAD) method on conceptual understanding and higher-order thinking skills in the teaching of systems of linear equations with three variables for 10th-grade students at Parulian 1 Private Vocational High School, Medan, Academic Year 2025/2026. The study population consists of all 10th-grade students, and the sample comprises 60 10th-grade students. The sampling technique used was Purposive Random Sampling. The instruments used were tests, questionnaires, and observations. The research results, as seen from the indicators of learning effectiveness, were met: the learning structure was in the “good” category, teacher communication was in the “good” category, student response was in the “good” category, student activity was in the “good” category, and learning achievement was in the “achieved” category. The research results indicate that the Student Teams Achievement Divisions (STAD) learning method is effective in enhancing conceptual understanding and higher-order thinking skills.

This study aims to map the development of research on Higher Order Thinking Skills (HOTS) in Islamic Religious Education through bibliometric analysis using R Biblioshiny. The data were obtained from the Scopus database covering the 2015–2025 period and were selected using the PRISMA flow, resulting in 28 relevant articles. The analysis focused on publication productivity, citations, authors, institutional affiliations, keywords, and research collaboration networks. The findings indicate that publications on HOTS in Islamic Religious Education increased significantly, particularly during the 2021–2025 period, reflecting growing academic attention toward the development of higher-order thinking skills in Islamic education learning. Affiliation mapping revealed the dominance of universities in Malaysia and Indonesia as the main centers of HOTS research development. Keyword analysis showed that the studies mainly focused on active learning strategies, curriculum strengthening, and HOTS-based assessment. However, this study has several limitations, including the limited number of articles, the use of a single database, the absence of thematic map analysis, and limitations in the search keywords. Therefore, future studies are recommended to expand data sources and develop more comprehensive bibliometric analyses to provide broader and deeper insights into HOTS research in Islamic Religious Education.

ABSTRACT This meta-analysis synthesizes empirical evidence from 17 studies (N = 2,052) examining the effectiveness of artificial intelligence-enhanced inquiry-based learning on higher-order thinking skills (HOTS). A random-effects model revealed a medium-to-large positive effect (g = 0.696, 95% CI [0.607, 0.785], p < 0.001). Subgroup analyses showed that generative AI technologies, particularly ChatGPT (g = 0.754), outperformed traditional intelligent tutoring systems (g = 0.614), and problem-based learning demonstrated the highest effectiveness (g = 0.812). Meta-regression identified intervention duration as a significant predictor of effect size. Cochrane Risk of Bias 2.0 classified 59% of studies as low risk. Sensitivity analyses confirmed robustness and publication bias was minimal. These findings support the integration of AI technologies into inquiry-based pedagogical frameworks to enhance higher-order thinking skills.

Social Studies learning at the elementary school level faces challenges due to low student learning outcomes caused by passive, conventional instructional methods. This study aims to improve the learning outcomes of fifth-grade students at SD Negeri 1 Passo through the experiential learning model. Utilizing a Classroom Action Research design across two cycles, this study involved 19 students. Data were collected through learning outcome tests and observation sheets, then analyzed using descriptive quantitative techniques. The findings demonstrated progressive improvement: the class average rose from 57.73 (Poor) in the pre-test to 68.6 (Sufficient) in Cycle I and reached 81.5 (Good) in Cycle II. The model eliminated the Poor and Very Poor categories starting from Cycle I, culminating in a 100% classical completion rate in Cycle II, where 52.63% of students achieved the good category and 47.37% reached Very Good. Furthermore, optimizing the abstract conceptualization and active experimentation stages effectively strengthened higher-order thinking skills (HOTS), evidenced by a significant score increase in the highest-weight assessment aspect from 50.10% to 37.1 (out of 50). This study concludes that from a constructivist perspective, the experiential learning model exerts a transformative impact by habituating a systematic learning cycle, integrating concrete experiences, reflective observation, conceptualization, and practical application. This approach actively constructs student understanding and successfully bridges abstract social studies concepts into meaningful, applicable knowledge for elementary school students.

ABSTRACT Background One of the main goals of the twenty-first century is to prepare individuals for a rapidly changing and complex world. Higher order thinking skills are essential for this purpose; however, studies reveal that students’ skills often fall below the expected level. Developing these skills requires student-centred, technology-supported educational designs that meet the needs of the digital age. Purpose This study examines the effect of web-based activities developed around socioscientific issues on the higher order thinking skills of pre-service science teachers. Design and methods The study was conducted within a design-based research framework with 50 pre-service science teachers. Seven student-centred activities focusing on socioscientific issues were developed using a web-based tool. Classroom observations and a rubric were used to evaluate the design process and skill development. Observational data were analysed through content analysis, and rubric data were examined statistically. Results Findings showed that higher order thinking skills improved over the seven-week process. The use of socioscientific issues, student-centred methods, and web-based tools played a role in this improvement. Iterative changes to the design, such as varying question types and enabling peer assessment, contributed to the effectiveness of the activities. Conclusion The study highlights that socioscientific issues with personal relevance lead to stronger engagement. It also shows that continuous refinement of the design enhances its effectiveness, and that combining digital tools with structured peer interaction supports the development of higher order thinking skills in teacher education.

This literature review integrates information and communications technology in the context of English literature literacy instruction to carve deep understanding and critical analysis skills in learners. Flipped classrooms are analyzed for learner self-direction, thinking skills application, and sophisticated text engagement as per 21st-century educational shifts. Peer-reviewed research conducted from 2015 – 2025 was synthesized to study the integration of Information and Communication Technology in flipped classrooms and literature teaching for higher education. It challenges disparity in digital resource availability, attitudinal and competency issues of teachers toward technology, and the relevance of ICT resources to adopted pedagogy. This review explores the role of professional learning, organizational change, and collaboration in learning design toward the resolution of these issues. Despite the robust affordances of flipped classrooms for student engagement and higher-order thinking skill development, ICT-supported pedagogy optimized for engagement requires more deliberate efforts toward harnessed educator or lecturer willingness, planning, and adaptable implementations. The findings enhance recommendations for the reform of English literature curricula and demonstrate the promise of flipped learning in the teaching of English literature.

ABSTRACT Background Many universities worldwide incorporated Humanities and Social Science (HSS) subjects into their science and engineering curricula. HSS courses help to understand the rapport between science, technology and society. However, there is limited research on the effectiveness of these courses for engineering and science students. Purpose/Hypothesis(es) The study examined whether science and engineering undergraduates recollect the fundamentals of the HSS courses they learned in previous semesters and the role of creative pedagogy as a catalyst for transforming educational dynamics. Design/Method Based on a mixed-methods design, the researchers examined the recollection of objectives from 23 HSS courses, applying Bloom’s first level of taxonomy, among 123 science and engineering undergraduates. In-depth interviews with instructors highlighted four themes related to creativity: curiosity, relevance, ownership and engagement. A multiple regression was run. Results The effectiveness depends on improving students’ curiosity, connecting concepts to real life, showing relevance, building evidence from real-life examples, giving ownership of the content or activity, involving them in the teaching-learning process, ensuring student engagement and regular participation of students in learning activities. Conclusion Incorporating creative pedagogy into the HSS curriculum helps science and engineering undergraduates recall their course content, improving their critical thinking and higher-order thinking skills. It enhances their cognitive abilities and overall educational dynamics. Instructors should be trained in active learning and creative pedagogies to improve the effectiveness of HSS courses.

Online learning environments often face challenges such as learner isolation, reduced engagement, and diminished academic performance. This study addresses these issues by applying the Community of Inquiry (CoI) framework to investigate how its three core presences—teaching, social, and cognitive—interact to promote deeper and more effective learning. Drawing on survey data from 201 undergraduate students enrolled in an online course, we used structural equation modeling to analyze the direct and indirect effects of these presences on students’ perceptions of deeper learning and learning effectiveness. Our findings reveal that teaching presence not only directly enhances social presence but also indirectly influences both deeper learning and learning effectiveness through social and cognitive pathways. Cognitive presence emerged as the most significant predictor of deeper learning, highlighting its critical role in cultivating higher-order thinking skills. These results extend the CoI framework by clarifying the mediating roles of social and cognitive presences and provide actionable insights for instructional designers and educators. We propose strategies for designing technology-enhanced learning environments that foster engagement, collaboration, and academic success in online education.

Artificial intelligence tools are increasingly accessible and have the potential to offer learners innovative ways to promote deep learning and engagement with academic content. These tools can be used to support diverse learners, improve academic success, and prepare students for future careers and life challenges. Used as a mindtool, which is a type of problem-solving and reasoning companion, artificial intelligence technologies can facilitate knowledge construction and deepen students' conceptual understanding of biological processes in biology education. Specifically, it shifts students from passive information retrieval to active learning, encouraging them to analyze, evaluate, and synthesize academic material. These core higher-order thinking skills require human reasoning and are not replaceable by technology. While educators are increasingly embracing the use of artificial intelligence in their classrooms, there is limited guidance on how it can be used to foster critical thinking in biology education, an essential skill for objective analysis, independent reasoning, and creative problem-solving. This paper presents several strategies for how artificial intelligence tools may be used to promote higher-order critical thinking skills in the biology classroom using what-if modeling, concept mapping, and error analysis to guide biology educators as they incorporate these tools into their curricula.

Writing is a crucial competency that involves higher-order thinking processes. However, Indonesian students still face significant challenges, such as difficulty generating ideas, irregular sentence structures, and the influence of informal social media language. This study aims to explain the role of deep learning as an innovative, constructivist-based strategy in improving students' critical, creative, and reflective writing skills. This study employed a literature review method by analyzing various academic literature, research reports, and scientific articles published between 2017 and 2026. Data were obtained from Google Scholar and Taylor &amp; Francis Online databases through systematic analysis. The results show that deep learning effectively overcomes these barriers by prioritizing conceptual understanding, interconnections between materials, and the application of knowledge in real-world situations. This approach transforms the learning process into a meaningful, mindful, and joyful experience, directly impacting students' higher-order thinking skills. Furthermore, the integration of digital technology into deep learning supports collaborative writing and independent learning. In conclusion, deep learning is an important pedagogical innovation that not only improves the quality and technical structure of writing, but also shapes critical character and adaptive literacy skills in facing the challenges of the 21st century

This study addresses the low level of students’ critical thinking skills in increasingly complex digital learning environments. It aims to examine the effects of digital literacy and reading interest on students’ critical thinking skills. A quantitative approach with a correlational research design was employed. The participants were students of SMAN 4 Bukittinggi, selected through proportional random sampling. Data were collected using validated questionnaires measuring digital literacy, reading interest, and critical thinking skills. The data were analyzed using descriptive statistics and multiple regression analysis, including the F-test and coefficient of determination. The findings reveal that digital literacy has a significant effect on students’ critical thinking skills (F = 79.405; p &lt; 0.05), and reading interest also significantly influences students’ critical thinking skills (F = 3.244; p &lt; 0.05). Furthermore, digital literacy and reading interest simultaneously have a significant effect on critical thinking skills (F = 64.425; p &lt; 0.05). The Adjusted R Square value of 0.646 indicates that 64.6% of the variance in students’ critical thinking skills is explained by digital literacy and reading interest. These findings demonstrate that both digital literacy and reading interest play an important role in strengthening students’ higher-order thinking skills. The study contributes to educational practice by highlighting the need to integrate digital literacy development and reading-habit cultivation into learning activities to enhance students’ critical thinking skills in the digital era.

This study aims to describe the implementation of In-Depth Learning Planning (IPL) on zakat through the Discovery Learning model, supported by YouTube, in grade 10 of Taman Siswa Senior High School. This study used a descriptive qualitative approach, with data collection techniques consisting of learning observations, analysis of IPL documents and Student Worksheets (LKPD), and analysis of student formative and summative assessment results. Data were analyzed descriptively to illustrate the relationship between planning, implementation, and learning outcomes. The results showed that the implementation of IPL improved students' conceptual understanding and analytical skills in determining the nisab (the threshold limit), calculating zakat levels, and accurately classifying mustahik (the recipients of wealth). Furthermore, students were able to relate the concept of zakat to modern social and economic realities through case analysis activities and zakat calculation simulations. The integration of YouTube into learning also contributed to improving students' digital literacy critically and responsibly, and fostering social empathy for groups in need. Thus, the implementation of IPL based on Discovery Learning is effective in meaningful, contextual zakat learning, oriented toward the development of Higher Order Thinking Skills (HOTS) at the high school level.