<![CDATA[This study aims to analyze the effect of implementing the Problem Based Learning (PBL) model assisted by Information Technology (IT) on Higher Order Thinking Skills (HOTS) and learning motivation of fifth-grade students. The research employed a quasi-experimental method with a pre-test post-test control group design. The sample consisted of divided into 30 students in the experimental class (PBL assisted by IT) and 30 students in the control class (conventional learning). Research instruments included a HOTS test and a learning motivation questionnaire, both of which were validated (r count > 0.361) and proven reliable (Cronbach’s Alpha= 0.858). The data were analyzed using ANCOVA to control for initial score bias (covariate). The results of the study indicate that (1) there is a significant effect of the IT-assisted PBL model on students’ HOTS skills (p= 0.002) with an effect size= 0.153; (2) there is a significant effect on students’ learning motivation (p= 0.000) with an effect size of 0.375; (3) there is a significant difference in learning motivation between the experimental and control groups. Specifically, this study contributes to: (1) empirically proving that the IT-assisted PBL model effectively enhances students’ HOTS and learning motivation in remote schools, while identifying local characteristics (curiosity about technology, collectivist culture, resilience) as factors reinforcing its effectiveness; (2) developing validated, measurable instruments and a prototype for the implementation of adaptive PBL in resource-constrained contexts; and (3) providing scientific evidence for policymakers in allocating technology budgets and designing context-specific teacher training to achieve equitable educational quality in remote areas.]]>
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