Effects of project-based learning supported by articulate storyline on students’ higher-order thinking skills in junior high school social studies
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This study examined the effectiveness of Project-Based Learning (PjBL) supported by Articulate Storyline in improving junior high school students’ higher-order thinking skills (HOTS) in social studies and explored differences in HOTS according to students’ achievement motivation. A quantitative pre-experimental approach with a one-group pretest–posttest design was employed. The participants were 30 eighth-grade students at SMP Negeri 47 Pekanbaru, selected through purposive sampling. Data were collected using a HOTS test and an achievement motivation questionnaire and analyzed using descriptive statistics, paired- and independent-samples t-tests, and N-gain analysis. The results showed a substantial increase in students’ HOTS, with the mean score rising from 30.13 on the pretest to 83.77 on the posttest (t = 36.42, p < .001, Cohen’s d = 6.65). The mean N-gain of 0.764 further indicated improvement following the intervention. Students with high achievement motivation also achieved significantly higher posttest HOTS scores than those with low achievement motivation (t = 2.24, p = .033, Cohen’s d = 0.83). These findings suggest that PjBL supported by Articulate Storyline has potential to promote higher-order thinking in junior high school social studies. However, given the one-group design and limited sample, the findings should be interpreted within the context of this study.
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