The Impact of the Problem-Based Learning Model on Students’ Higher Order Thinking Skills in Social Studies: A Study at MTs Negeri 3 Garut

Abstract

In the 21st century, education must not only emphasize content mastery but also foster Higher Order Thinking Skills (HOTS) and digital literacy, which are essential for preparing students to face global challenges. In Indonesia, Social Studies (IPS) is a strategic subject for developing these competencies due to its strong relation to real-life issues. However, classroom practices often remain teacher-centered, limiting opportunities for critical, evaluative, and creative thinking. Problem-Based Learning (PBL) offers an alternative approach by engaging students in authentic problem solving. Through PBL, learners are encouraged to think critically and creatively, collaborate, and integrate information from multiple sources, including digital media. This study aimed to examine the effect of the PBL model on students’ HOTS in Social Studies at MTs Negeri 3 Garut, West Java. Using a quantitative approach with a quasi-experimental design, data were collected through observation, questionnaires, interviews, and documentation. Results showed that PBL had a positive and significant effect on HOTS, indicated by a Pearson correlation of 0.409 (positive), significance level of 0.015, and R Square of 0.167. The experimental class demonstrated a greater improvement, with average HOTS scores increasing from 107.94 (pretest) to 121.03 (posttest), while the control class rose only from 111.46 to 113.49. In conclusion, the PBL model significantly enhances students’ HOTS and is effective for fostering higher-level thinking skills in Social Studies learning.