Improving elementary students’ HOTS and learning activeness through process skills–based problem-based learning

Wildah Afniar Nabila (Department of Teacher Professional Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Indonesia)
Iin Hindun (Department of Biology Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Indonesia)

JPPG (Jurnal Pendidikan Profesi Guru)
Vol. 6 No. 3 (2025): Desember

Most learning processes in Indonesian elementary schools still do not sufficiently foster higher-order thinking skills (HOTS) and active student participation. This classroom action research aimed to improve fourth-grade students’ HOTS and learning activeness in the IPAS (Science and Social Studies) subject through Problem-Based Learning (PBL) integrated with process skills. The study was conducted at SDN Beji 01 Batu (East Java) and involved 25 Grade IV-A students. The intervention was implemented in two cycles (planning, action, observation, reflection), each consisting of two meetings. HOTS were measured using a HOTS-oriented test, while student activeness was assessed through structured observation of process-skill behaviors. From Cycle 1 to Cycle 2, HOTS indicators improved substantially: analyzing (C4) increased from 42% to 81%, evaluating (C5) from 32% to 84%, and psychomotor naturalization (P5) from 44% to 92%. Students’ activeness also increased, with the overall average rising from 42.8% to 72.7%. These findings indicate that integrating PBL with process skills can effectively enhance elementary students’ HOTS and engagement, supporting the implementation of student-centered learning aligned with the Merdeka Curriculum.