A WEB-BASED INTEGRATED DIGITAL LEARNING ENVIRONMENT (IDLE) TO ENHANCE HIGHER-ORDER THINKING SKILLS
Abstract
In the digital era, the development of Higher-Order Thinking Skills (HOTS) has become a crucial goal in science education. To address this need, the Integrated Digital Learning Environment (IDLE) was designed as an innovative web-based platform that integrates interactive student worksheets and a virtual laboratory for learning blood type concepts. This research was based on the 4-D model: define, design, develop, and disseminate. Expert validation studies demonstrated that IDLE fulfilled the “valid” requirements, with Aiken’s V ratings of 0.85 from content experts and 0.91 from media experts. Practicality assessment revealed that the platform received a “very practical” rating from teachers (87.78%) and students (81.10%). IDLE was evaluated for its effectiveness using a quasi-experimental study that included both an experimental group and a control group. The results of the independent samples t-test indicated no significant difference in pretest scores between the two groups, indicating equivalent initial HOTS levels. However, posttest analysis demonstrated a highly significant difference in favor of the experimental group (p < 0.001), supported by higher N-gain scores across HOTS domains (analysis, evaluation, and creation). These findings demonstrate that IDLE is both valid and practical, as well as beneficial in improving students’ HOTS. Future research is recommended to explore the scalability of IDLE across diverse learning contexts and to examine its longterm impact on students’ conceptual retention and transfer of HOTS.
Keywords
Higher order thinking skills (hots), integrated digital learning environment (idle), instructional media development, web-based worksheet, virtual laboratory
References
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