Melva Zainil, Ary Kiswanto Kenedi
The background to this research is the low HOTS of prospective elementary school teacher students, and a blended learning-based elementary school teacher project in mathematics learning model has been developed to overcome this problem, but further research is needed to test its effectiveness. This research aims to determine the effect of the elementary school teacher project in the mathematics model based on blended learning on the HOTS of prospective elementary school teacher students. This research is a quasi-experimental study with a nonequivalent control group experimental design. Two hundred future elementary school teacher students were participants in this research. The results of the Independent Sample T Test analysis show that the sig. (2-tailed) < 0.05, indicating a difference in the average higher-order thinking Skills (HOTS) between prospective elementary school teacher students who took part in learning using the elementary school teacher project in mathematics model based on blended learning and those who took part in education using the conventional model. The average HOTS score for prospective elementary school teacher students in the group using the blended learning-based Elementary School Teacher Project in Mathematics model was higher than that for prospective students who used the conventional model. These results confirm that implementing the elementary school teacher project in the mathematics model based on blended learning effectively increases the HOTS of prospective elementary school teacher students. The implications of this research can be used as an alternative solution to improve high-level thinking skills in future elementary school teacher students. © 2024 American Institute of Physics Inc.. All rights reserved.
Universitas Negeri Padang, West Sumatra, Padang City, Indonesia; Universitas Samudra, Aceh, Langsa City, Indonesia
