THE EFFECTIVENESS OF THE PROBLEM-BASED LEARNING MODEL IN ENHANCING STUDENTS' HIGHER-ORDER THINKING SKILLS AND LEARNING INTEREST

Abstract

This study aims to determine the effectiveness of the Problem-Based Learning model in improving higher-order thinking skills (HOTS) and students’ learning interest in Social Studies. The population consisted of all seventh-grade students at SMP YLPI Marpoyan Pekanbaru, with the research sample consist of 37 students from class VII.2. Each cycle comprised four stages:planning, implementation, observation, and reflection. The research method used was Classroom Action Research (CAR) conducted in three cycles. Data were collected through observation, HOTS tests, learning interest questionnaires, interviews, and documentation. The HOTS test instruments were developed based on the revised Bloom’s Taxonomy (C4, C5, C6), while the learning interest questionnaire employed a Likert scale. The results showed significant improvement in both aspects. The percentage of HOTS mastery increased from 18.92% in Cycle I to 56.76% in Cycle II, and reached 100% in Cycle III. Similarly, learning interest rose from 40% in Cycle I to 68% in Cycle II, and 95% in Cycle III. These findings indicate that the PBL model fosters active, contextual, and motivating learning experiences, encouraging students to think critically, analytically, and creatively. Therefore, the PBL model is recommended as an effective alternative instructional strategy to develop 21st-century competencies in both cognitive and affective domains, and to improve overall learning quality in the classroom.