Hyflex Project-based Learning and Students' High Order Thinking Skills: Its Impact and Relevance
DOI:
https://doi.org/10.21154/eltall.v5i2.10023Keywords:
hyflex model, project-based learning, high-order thinking skills, academic writingAbstract
Studies on project-based learning advocate the importance of cultivating high order thinking skills yet, little attention was paid to its implementation in the hybrid learning environment. This study aims to investigate the impact of blended project-based learning on critical thinking skills for students with different motivation level in the Academic writing course at IAIN Ponorogo. Using a Single Group of quasy-experimental design, this study investigated the impact of hyflex project-based learning in improving high order thinking skills within 30 students enrolled in an Academic Writing course. The study revealed considerable evidence that hyflex project-based learning is effective for improving students’ HOTs. Educators are recommended to embrace this hyflex and project-based learning into their curricula to harness the benefits of this innovative learning model.
References
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Barak, M. (2020). Teaching problem-solving in the digital era. In P. J. Williams & D. Barlex (Eds.), Pedagogy for Technology Education in Secondary Schools (pp. 245”“265). Springer International Publishing. https://doi.org/10.1007/978-3-030-41548-8_13
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Dizon, G. (2016). A comparative study of Facebook vs. Paper-and-pencil writing to improve L2 writing skills. Computer Assisted Language Learning, 29(8), 1249”“1258. https://doi.org/10.1080/09588221.2016.1266369
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: Exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452”“465. https://doi.org/10.1007/s12528-018-9179-z
Elfeky, A. I. M. (2019). The effect of personal learning environments on participants’ higher order thinking skills and satisfaction. Innovations in Education and Teaching International, 56(4), 505”“516. https://doi.org/10.1080/14703297.2018.1534601
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Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365”“387. https://doi.org/10.2307/356600
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Granger, E. M., Bevis, T. H., Southerland, S. A., Saka, Y., & Ke, F. (2019). Examining features of how professional development and enactment of educative curricula influences elementary science teacher learning. Journal of Research in Science Teaching, 56(3), 348”“370. https://doi.org/10.1002/tea.21480
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Krajcik, J. S., & Shin, N. (2014). Project-Based Learning. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (2nd ed., pp. 275”“297). Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.018
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Patricia Aguilera-Hermida, A. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011. https://doi.org/10.1016/j.ijedro.2020.100011
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701. https://doi.org/10.1016/j.compedu.2019.103701
Rochmahwati, P., Yuliasri, I., Sukarno, S., & Pratama, H. (2024). Unleashing analytical mastery: Elevating HOTS with hybrid project-based learning in academic writing courses. International Journal of Evaluation and Research in Education (IJERE), 13(5), 3571. https://doi.org/10.11591/ijere.v13i5.29595
Shanti, M. R. S., Istiyono, E., & Munadi, S. (2022). The effectiveness of learning to improve students higher-order thinking skills. Cypriot Journal of Educational Sciences, 17(8), 2580”“2592. https://doi.org/10.18844/cjes.v17i8.7780
Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for covid-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140”“171. https://doi.org/10.1177/00472395211047865
Usher, M., & Barak, M. (2020). Team diversity as a predictor of innovation in team projects of face-to-face and online learners. Computers & Education, 144, 103702. https://doi.org/10.1016/j.compedu.2019.103702
Wahono, B., Lin, P.-L., & Chang, C.-Y. (2020). Evidence of STEM enactment effectiveness in Asian student learning outcomes. International Journal of STEM Education, 7(1), 36. https://doi.org/10.1186/s40594-020-00236-1
Wu, T.-T., & Wu, Y.-T. (2020). Applying project-based learning and SCAMPER teaching strategies in engineering education to explore the influence of creativity on cognition, personal motivation, and personality traits. Thinking Skills and Creativity, 35, 100631. https://doi.org/10.1016/j.tsc.2020.100631
Yulianto, T., Pramudya, Ä°., & Slamet, Ä°. (2019). Effects of the 21st Century Learning Model and Problem-Based Models on Higher Order Thinking Skill. International Journal of Educational Research Review, 4, 749”“755. https://doi.org/10.24331/ijere.629084
Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning: Cognitive presence in an online and blended community of inquiry. British Journal of Educational Technology, 42(2), 233”“250. https://doi.org/10.1111/j.1467-8535.2009.01029.x
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Complete ed). Longman.
Barak, M. (2020). Teaching problem-solving in the digital era. In P. J. Williams & D. Barlex (Eds.), Pedagogy for Technology Education in Secondary Schools (pp. 245”“265). Springer International Publishing. https://doi.org/10.1007/978-3-030-41548-8_13
Bozkurt, A. (2022). A Retro Perspective on Blended/Hybrid Learning: Systematic Review, Mapping and Visualization of the Scholarly Landscape. Journal of Interactive Media in Education, 2022(1), 2. https://doi.org/10.5334/jime.751
Broadbent, J. (2017). Comparing online and blended learner’s self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24”“32. https://doi.org/10.1016/j.iheduc.2017.01.004
Carroll, K. A., & Harris, C. M. (2021). Using a Repetitive Instructional Intervention to Improve Students’ Higher-Order Thinking Skills. College Teaching, 69(2), 82”“90. https://doi.org/10.1080/87567555.2020.1823310
Conklin, W. (2012). Higher-order thinking skills to develop 21st century learners. Shell Education.
Darling-Hammond, L., & Oakes, J. (2021). Preparing teachers for deeper learning. Harvard Education Press.
Dizon, G. (2016). A comparative study of Facebook vs. Paper-and-pencil writing to improve L2 writing skills. Computer Assisted Language Learning, 29(8), 1249”“1258. https://doi.org/10.1080/09588221.2016.1266369
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: Exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452”“465. https://doi.org/10.1007/s12528-018-9179-z
Elfeky, A. I. M. (2019). The effect of personal learning environments on participants’ higher order thinking skills and satisfaction. Innovations in Education and Teaching International, 56(4), 505”“516. https://doi.org/10.1080/14703297.2018.1534601
Ellerton, P. (2010). The Critical Thinking Matrix: A high-resolution reference source for mapping critical thinking skills. UQCTP Uiversity of Queensland Critical Thinking Project.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365”“387. https://doi.org/10.2307/356600
Gil, E., Mor, Y., Dimitriadis, Y., & Köppe, C. (Eds.). (2022). Hybrid learning spaces. Springer.
Granger, E. M., Bevis, T. H., Southerland, S. A., Saka, Y., & Ke, F. (2019). Examining features of how professional development and enactment of educative curricula influences elementary science teacher learning. Journal of Research in Science Teaching, 56(3), 348”“370. https://doi.org/10.1002/tea.21480
Kennedy, T. J., & Sundberg, C. W. (2020). 21st century skills. In Science education in theory and practice (pp. 479”“496). Springer.
Krajcik, J. S., & Shin, N. (2014). Project-Based Learning. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (2nd ed., pp. 275”“297). Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.018
Kuo, H.-C., Tseng, Y.-C., & Yang, Y.-T. C. (2019). Promoting college student’s learning motivation and creativity through a STEM interdisciplinary PBL human-computer interaction system design and development course. Thinking Skills and Creativity, 31, 1”“10. https://doi.org/10.1016/j.tsc.2018.09.001
MartÃn, C., Moreno Segarra, I., Ibáñez, M. A., Mira, S., Fajardo, C., & González-Benito, M. E. (2021). Effectiveness of a Hybrid Project-Based Learning (H-PBL) Approach for Students’ Knowledge Gain and Satisfaction in a Plant Tissue Culture Course. Education Sciences, 11(7), 335. https://doi.org/10.3390/educsci11070335
Patricia Aguilera-Hermida, A. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011. https://doi.org/10.1016/j.ijedro.2020.100011
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701. https://doi.org/10.1016/j.compedu.2019.103701
Rochmahwati, P., Yuliasri, I., Sukarno, S., & Pratama, H. (2024). Unleashing analytical mastery: Elevating HOTS with hybrid project-based learning in academic writing courses. International Journal of Evaluation and Research in Education (IJERE), 13(5), 3571. https://doi.org/10.11591/ijere.v13i5.29595
Shanti, M. R. S., Istiyono, E., & Munadi, S. (2022). The effectiveness of learning to improve students higher-order thinking skills. Cypriot Journal of Educational Sciences, 17(8), 2580”“2592. https://doi.org/10.18844/cjes.v17i8.7780
Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for covid-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140”“171. https://doi.org/10.1177/00472395211047865
Usher, M., & Barak, M. (2020). Team diversity as a predictor of innovation in team projects of face-to-face and online learners. Computers & Education, 144, 103702. https://doi.org/10.1016/j.compedu.2019.103702
Wahono, B., Lin, P.-L., & Chang, C.-Y. (2020). Evidence of STEM enactment effectiveness in Asian student learning outcomes. International Journal of STEM Education, 7(1), 36. https://doi.org/10.1186/s40594-020-00236-1
Wu, T.-T., & Wu, Y.-T. (2020). Applying project-based learning and SCAMPER teaching strategies in engineering education to explore the influence of creativity on cognition, personal motivation, and personality traits. Thinking Skills and Creativity, 35, 100631. https://doi.org/10.1016/j.tsc.2020.100631
Yulianto, T., Pramudya, Ä°., & Slamet, Ä°. (2019). Effects of the 21st Century Learning Model and Problem-Based Models on Higher Order Thinking Skill. International Journal of Educational Research Review, 4, 749”“755. https://doi.org/10.24331/ijere.629084
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