THE EFFECT OF PROJECT-BASED INQUIRY LEARNING ON STUDENTS’ HIGHER ORDER THINKING AND SCIENCE LITERACY
Resumen
This study investigates the effectiveness of the Project-Based Inquiry Learning model in enhancing students' higher-order thinking skills (HOTS) and scientific literacy. Grounded in constructivist learning theory, the research adopted a quasi-experimental design with pretest–post-test control groups involving secondary school students. Standardised instruments assessed HOTS dimensions (analysis, evaluation, creation) and scientific literacy competencies (content, process, and context). Data were analysed using descriptive statistics, paired-samples tests, and ANOVA to determine significance and effect sizes. Findings revealed that students taught through the Project-Based Inquiry approach achieved significantly higher gains in HOTS and scientific literacy than peers in conventional instruction. The results suggest that integrating inquiry-driven projects fosters deeper engagement, critical reasoning, and application of scientific concepts to real-world contexts. These findings highlight the pedagogical potential of project-based inquiry learning as an innovative strategy for strengthening science education and preparing students for 21st-century challenges.
Citas
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ARIZONA, K., ROKHMAT, J., RAMDHANI, A., GUNAWAN, G., & SUKARSO, A. A. Development of Student Magnetic Inquiry Project Results Sheet (SMIPRS) Integrated With Local Wisdom and Islamic Values. Konstan - Jurnal Fisika Dan Pendidikan Fisika, 8(01), 11–18, 2023. https://doi.org/10.20414/konstan.v8i01.249
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BOON, M., OROZCO, M., & SIVAKUMAR, KEpistemological and educational issues in teaching practice-oriented scientific research: roles for philosophers of science. European Journal for Philosophy of Science, 12(1), 2022. https://doi.org/10.1007/s13194-022-00447-z
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DEFEO, D. J., TRAN, T. C., & GERKEN, S. Mediating Students’ Fixation With Grades in an Inquiry-Based Undergraduate Biology Course. Science & Education, 30(1), 81–102, 2020. https://doi.org/10.1007/s11191-020-00161-3
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JAILANI, RETNAWATI, H., RAFI, I., MAHMUDI, A., ARLIANI, E., ZULNAIDI, H., HAMID, H. S. A., & PRAYITNO, H. J. A phenomenological study of challenges that prospective mathematics teachers face in developing mathematical problems that require higher-order thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 19(10), 2023. https://doi.org/10.29333/ejmste/13631
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MAT, H., MUSTAKIM, S. S., RAZALI, F., GHAZALI, N., & MINGHAT, A. D. Exploring the Need of Teaching Module for Enhancing Higher-Order Thinking Skills. International Journal of Academic Research in Progressive Education and Development, 12(2), 2023. https://doi.org/10.6007/ijarped/v12-i2/17342
MIHRET, Z., ALEMU, M., & ASSEFA, S. Assessment of Pre-Service Physics Teachers’ Conceptual Understanding in Electricity and Magnetism. Momentum Physics Education Journal, 7(1), 33–47, 2023. https://doi.org/10.21067/mpej.v7i1.7990
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MILNER‐BOLOTIN, M., & ZAZKIS, R. Unleashing creativity in STEM teacher education through scripting task pedagogy. Future in Educational Research, 3(1), 13–27, 2025. https://doi.org/10.1002/fer3.52
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PIETARINEN, T., PALONEN, T., & VAURAS, M. Guidance in Computer-Supported Collaborative Inquiry Learning: Capturing Aspects of Affect and Teacher Support in Science Classrooms. International Journal of Computer-Supported Collaborative Learning, 16(2), 261–287, 2021. https://doi.org/10.1007/s11412-021-09347-5
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RahmAYANTI, H., ICHSAN, I. Z., ARIF, W. P., SA’DIYAH, R., IRWANDANI, & FACHRIAL, N. F. H. Higher-Order Thinking Skills of High School and College Students on Flood Mitigation. Journal of People, Plants, and Environment, 25(1), 33–38, 2022. https://doi.org/10.11628/ksppe.2022.25.1.33
RIWAYATININGSIH, R., PRASTIKAWATI, E. F., MUCHSON, M., HAQIQI, F. N., SETYOWATI, S., & KARTIKO, D. A. Empowering Higher-Order Thinking Skills in Writing through Gamification and Multimodal Learning within PBL. Forum for Linguistic Studies, 7(2), 385–398, 2025. https://doi.org/10.30564/fls.v7i2.8119
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ANDERSON, L.W., &, & KRATHWOHL, D. R. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom ’s Taxonomyof Educational Objectives. Addison Wesley Longman, Inc, 2001.
ARIZONA, K., ROKHMAT, J., RAMDHANI, A., GUNAWAN, G., & SUKARSO, A. A. Development of Student Magnetic Inquiry Project Results Sheet (SMIPRS) Integrated With Local Wisdom and Islamic Values. Konstan - Jurnal Fisika Dan Pendidikan Fisika, 8(01), 11–18, 2023. https://doi.org/10.20414/konstan.v8i01.249
AZIZOĞLU, N., PEKDAĞ, B., SARIOĞLAN, A. B., & KUZUCU, G. An Inquiry-Based Instruction on the Main Subatomic Particles: Enhancing High-School Students’ Achievement and Motivation. Science Education International, 33(1), 75–85, 2022. https://doi.org/10.33828/sei.v33.i1.8
BOON, M., OROZCO, M., & SIVAKUMAR, KEpistemological and educational issues in teaching practice-oriented scientific research: roles for philosophers of science. European Journal for Philosophy of Science, 12(1), 2022. https://doi.org/10.1007/s13194-022-00447-z
CRESWELL, W. JOHN & CRESWELL, J. D. Research Design: Qualitative, Quantitative and Mixed Methods Approaches. In Journal of Chemical Information and Modeling (Vol. 53, Number 9), 2018.
DEFEO, D. J., TRAN, T. C., & GERKEN, S. Mediating Students’ Fixation With Grades in an Inquiry-Based Undergraduate Biology Course. Science & Education, 30(1), 81–102, 2020. https://doi.org/10.1007/s11191-020-00161-3
DEMA, C., & CHODEN, U. Impact of Project-Based Learning on Computer Science Education. Educational Innovation and Practice, 7(1), 2024. https://doi.org/10.17102/eip.7,2024.08
DRAGNIĆ-CINDRIĆ, D., & ANDERSON, J. L. Developing Pre-Service Teachers’ Pedagogical Content Knowledge: Lessons from a Science Methods Class. Education Sciences, 15(7), 2025. https://doi.org/10.3390/educsci15070860
EVENS, M., ELEN, J., & DEPAEPE, F. Developing Pedagogical Content Knowledge: Lessons Learned from Intervention Studies. Education Research International, 2015, 1–23, 2015. https://doi.org/10.1155/2015/790417
FATMAWATI, B., MARZUKI, M., ROSHAYANTI, F., & SUPRAPTO, P. K. Fostering Students’ Problem-Solving Skills Through Biology Learning Model Integrated With Kurikulum Merdeka. Jpbi (Jurnal Pendidikan Biologi Indonesia), 10(2), 392–403, 2024. https://doi.org/10.22219/jpbi.v10i2.32857
FITRIANI, R., & AMALIA, A. V. Development of Environmental Pollution E-Module Containing Socio Scientific Issue to Train Students’ Scientific Literacy. Journal of Environmental and Science Education, 3(1), 14–20, 2023. https://doi.org/10.15294/jese.v3i1.59915
GÜNAYDIN, Y., & BAŞARAN, M. The Predictive Power of Reading Comprehension, Attitude Toward Sciences, Test Technique, and Science Subject Matter Knowledge in Predicting Pisa Scientific Literacy Test Total Score. Participatory Educational Research, 9(6), 206–220, 2022. https://doi.org/10.17275/per.22.136.9.6
HAO, L., TIAN, K., SALLEH, U. K. M., LENG, C. H., GE, S., & CHENG, X. The Effect Of Project-Based Learning And Project-Based Flipped Classroom On Critical Thinking And Creativity For Business English Course At Higher Vocational Colleges. Malaysian Journal of Learning and Instruction, 21(1), 159–189, 2024. https://doi.org/10.32890/mjli2024.21.1.6
HARSI, E., & GÖKALP, M. S. Sekizinci Sınıf Öğrencilerinin Üstbilişsel Fen Öğrenme Yönelimleri Ve Fenle İlişkili Motivasyonları. Erciyes Journal of Education, 8(2), 73–88, 2024. https://doi.org/10.32433/eje.1438167
ILMA, A. Z., WILUJENG, I., WIDOWATI, A., NURTANTO, M., & KHOLIFAH, N. A Systematic Literature Review of STEM Education in Indonesia (2016-2021): Contribution to Improving Skills in 21st Century Learning. Pegem Egitim ve Ogretim Dergisi, 13(2), 134–146, 2023. https://doi.org/10.47750/pegegog.13.02.17
JAILANI, RETNAWATI, H., RAFI, I., MAHMUDI, A., ARLIANI, E., ZULNAIDI, H., HAMID, H. S. A., & PRAYITNO, H. J. A phenomenological study of challenges that prospective mathematics teachers face in developing mathematical problems that require higher-order thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 19(10), 2023. https://doi.org/10.29333/ejmste/13631
JUMAA, M. S., & ISMAIL, N. Y. A Learning Cycle Approach for Inquiry-Based Teaching 5E Instructional Model. Journal of Tikrit University for Humanities, 30(5, 2), 79–89, 2023. https://doi.org/10.25130/jtuh.30.5.2.2023.22
KRUSHELNYCKY, E., & KARROW, D. D. Science, technology, engineering, & mathematics, curricular integration, and the story form. Future in Educational Research, 3(1), 67–91, 2025. https://doi.org/10.1002/fer3.48
KURNIAWAN, E. S., MUNDILARTO, M., & ISTIYONO, E. Improving Student Higher Order Thinking Skills Using SynecticHOTS-oriented Learning Model. International Journal of Evaluation and Research in Education (Ijere), 13(2), 1132, 2024. https://doi.org/10.11591/ijere.v13i2.25002
LE, H. C., NGUYEN, V. H., & NGUYEN, T. L. Integrated STEM Approaches and Associated Outcomes of K-12 Student Learning: A Systematic Review. In Education Sciences (Vol. 13, Number 3). MDPI, 2023. https://doi.org/10.3390/educsci13030297
LIN, Y., & LI, N. Cultivating STEAM teachers: A regional resource‐based model for normal university students in Chongqing. Future in Educational Research, 3(1), 187–201, 2025. https://doi.org/10.1002/fer3.61
MAT, H., MUSTAKIM, S. S., RAZALI, F., GHAZALI, N., & MINGHAT, A. D. Exploring the Need of Teaching Module for Enhancing Higher-Order Thinking Skills. International Journal of Academic Research in Progressive Education and Development, 12(2), 2023. https://doi.org/10.6007/ijarped/v12-i2/17342
MIHRET, Z., ALEMU, M., & ASSEFA, S. Assessment of Pre-Service Physics Teachers’ Conceptual Understanding in Electricity and Magnetism. Momentum Physics Education Journal, 7(1), 33–47, 2023. https://doi.org/10.21067/mpej.v7i1.7990
MILNER‐BOLOTIN, M., & MILNER, V. Increasing student science, technology, engineering and mathematics engagement through phyphox activities: Three practical examples. Future in Educational Research, 3(1), 111–126, 2025. https://doi.org/10.1002/fer3.50
MILNER‐BOLOTIN, M., & ZAZKIS, R. Unleashing creativity in STEM teacher education through scripting task pedagogy. Future in Educational Research, 3(1), 13–27, 2025. https://doi.org/10.1002/fer3.52
MOHAMMADI, M., ABBASIAN, G. R., & SIYYARI, M. Adaptation and validation of a critical thinking scale to measure the 3D critical thinking ability of EFL readers. Language Testing in Asia, 12(1), 2022. https://doi.org/10.1186/s40468-022-00173-6.
NDIUNG, S., & MENGGO, S. Project-Based Learning in Fostering Creative Thinking and Mathematical Problem-Solving Skills: Evidence from Primary Education in Indonesia. International Journal of Learning, Teaching and Educational Research, 23(8), 289–308, 2024. https://doi.org/10.26803/ijlter.23.8.15
NG, D. T. K., WU, W., LEUNG, J. K. L., CHIU, T. K. F., & CHU, S. K. W. Design and validation of the AI literacy questionnaire: The affective, behavioural, cognitive and ethical approach. British Journal of Educational Technology, 55(3), 1082–1104, 2024. https://doi.org/10.1111/bjet.13411
PICARDAL, M. T., & SANCHEZ, J. M. P. Effectiveness of Contextualization in Science Instruction to Enhance Science Literacy in the Philippines: A Meta-Analysis. International Journal of Learning Teaching and Educational Research, 21(1), 140–156, 2022. https://doi.org/10.26803/ijlter.21.1.9
PIETARINEN, T., PALONEN, T., & VAURAS, M. Guidance in Computer-Supported Collaborative Inquiry Learning: Capturing Aspects of Affect and Teacher Support in Science Classrooms. International Journal of Computer-Supported Collaborative Learning, 16(2), 261–287, 2021. https://doi.org/10.1007/s11412-021-09347-5
PRIHATIN, R., SUKMAWATI, F., SANTOSA, E. B., CAHYONO, B. T., & JUWITA, R. The effectiveness of PjBL-STEM learning models in improving High school students’ deep learning skills in Artificial Intelligence topics. International Journal of Innovative Research and Scientific Studies, 8(4), 484–490, 2025. https://doi.org/10.53894/ijirss.v8i4.7875
PUSPITASARI, P. A., HASTUTI, B., & MULYANI, B. Impacts of the POGIL Learning Model Combined With a SETS Approach on Chemical Literacy and Science Process Skills in the Context of Buffer Solutions. JKPK (Jurnal Kimia Dan Pendidikan Kimia), 9(1), 171, 2024. https://doi.org/10.20961/jkpk.v9i1.85057
QUYEN, B. T., HA ANH, D. T., PHUONG HOA, D., THI THANH, C., MISHRA, A., & HOSSEINI, M. From theory to practice the future of education through innovation and sustainability. Salud, Ciencia y Tecnologia, 5, 2025. https://doi.org/10.56294/saludcyt20251466
RahmAYANTI, H., ICHSAN, I. Z., ARIF, W. P., SA’DIYAH, R., IRWANDANI, & FACHRIAL, N. F. H. Higher-Order Thinking Skills of High School and College Students on Flood Mitigation. Journal of People, Plants, and Environment, 25(1), 33–38, 2022. https://doi.org/10.11628/ksppe.2022.25.1.33
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2026-06-02
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FLUXO CONTÍNUO - Artigos
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