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Despite the increased adoption of online learning in higher education, there was limited knowledge about how the combination of online English synchronous learning with gamified applications and active learning impacted student self-regulation. This study used a sequential explanatory research design to investigate this integration in an English for Academic Communication course at a southern Thai university over a 12-week period. Data, including a Self-Regulated Learning (SRL) strategy survey, reflective essays, and course grades, were analyzed using descriptive statistics for quantitative data and thematic analysis for qualitative data. The findings showed that students heavily utilized SRL strategies, especially in Time Management and Environment Structuring, but there were differences in Goal Setting between the quantitative and qualitative results. Although there were strong positive correlations among SRL constructs, none of them were statistically significant in relation to course grades. Students expressed their desire for feedback, interactive learning, and a balanced workload in their ideal online English learning experience. This study provided insights into the integration of online English synchronous learning with gamification and active learning in higher education.

Scientific literacy plays a crucial role for elementary teachers in developing the strategies of science learning and implementing them in the classroom. Nevertheless, the scientific literacy of college students in elementary education has not been optimal. Science encyclopedia-assisted project-based learning (PjBL) integrated into the science, technology, engineering and mathematics (STEM) approach is hypothesized to enhance scientific literacy. The present study describes and examines the effectiveness of science encyclopedia-assisted STEM-PjBL in enhancing pre-service elementary teachers' scientific literacy. Quasi-experimental research using a pre- and post-tests control group design was applied to this study. 56 pre-service elementary teachers at the University of Halu Oleo were involved in this study whereby they were equally distributed to two groups. A test of scientific literacy was adapted and used to measure scientific literacy. Descriptive and inferential statistics were used to describe and analyse the data of scientific literacy. Results revealed that science encyclopedia-assisted STEM-PjBL had a positive modest effect on the achievement of scientific literacy. The scientific literacy of college students in elementary education who received science encyclopedia-assisted STEM-PjBL had moderate enhancement. Additionally, a science encyclopedia-assisted STEM-PjBL significantly enhanced scientific literacy. Educational practitioners can implement a science encyclopedia-assisted PjBL integrated STEM approach to enhance scientific literacy resulting in high achievement in science education.

This research aims to demonstrate the results of an experiment on how the Problem-Based Social Constructivism Learning Model (PBSCL) can be developed to effectively promote Higher-Order Thinking Skills (HOTS) among primary school children. The methodology employed in this study was developmental research which involved thorough preliminary studies, meticulous product development and comprehensive product testing stages. Respondents for this study included model experts, language experts, content specialists and practitioners. Data collection instruments used were detailed questionnaires served during the feasibility test. In addition, product testing involved rigorously confirming the findings of product development through extensive expert validation, including learning model expert validation, content or material expert validation, language expert validation and practitioner validation. The results of the assessment on learning design expert validators for the PBSCL learning model indicated that they had high qualifications with the average score being 3.29. Consequently, learning design experts ensured that the criteria were meticulously met by the PBSCL learning model for HOTS improvement. Additionally, subject matter specialists confirmed the appropriateness and effectiveness of using the PBSCL learning model for HOTS improvement. The findings suggest that the PBSCL learning model has significant potential to substantially enhance HOTS among primary school students. However, further investigation is needed to fully validate its effectiveness and practical application in diverse educational settings.

Each schools have the autonomous right to manage and develop an independent curriculum according to its potential. However, the implementation of the independent learning curriculum is dependent on proper management at the school level, so there may be obstacles faced by schools in managing the independent learning curriculum. The purpose of this study is to investigate the concept and problems, as well as school strategies in managing an independent learning curriculum in laboratory schools. This research was studied qualitatively with a multi-site study design. Data collection was conducted through focus group discussions (FGDs) with semi-structured interviews, observations, and documentation studies. Data validity was checked using source triangulation, discussion among fellow researchers, and adequacy of reference materials. Data analysis techniques used constant comparative analysis. The results show that learning activities in the independent curriculum emphasize character education and the achievement of students' happiness in learning, and schools implement differentiated learning and simplify the values contained in P5 through projects and fun learning. This research contributes theoretically and practically, by complementing previous literature and can be a guide for school managers in order to ideally manage an independent curriculum.

Vocational high schools in "3T" area on Bawean Island have limitations in human resources quality, equipment, production or practice tools, and industrial partnership, which differed from the vocational high schools located in advanced and developed areas. This research objective is to discover the description of employability to the vocational high school students in "3T" area in Bawean island. The research method applied was the qualitative method using the phenomenology approach. The data collection was obtained through semi-structured interviews. This research participant was eight students at vocational high school "X," "Y," "Z," and "W" schools in Bawean Island, which is one of the "3T" area. The analysis method in this research was content analysis. This research result shows that students in the "3T" area were showing their effort to prepare themselves in facing the job market by enhancing their employability in learning activities within the class or practice in the laboratory. The students' employability includes skills, knowledge, comprehension, personality, career identity, social and human relations, and personal adaptability. Students realize that they are in the "3T" area and must work harder to improve their work skills so as not to lose their jobs.

Lecturers' academic careers as professional workers have a different process from other workers. Understanding career insights is important for lecturers in carrying out their profession. this research aims to test the moderating effect of managerial support on the influence of career motivation and self-concept on career insight. this research uses quantitative methods, data collection uses instruments with a 1-5 Likert scale. Respondents were 499 lecturers in Jakarta, Indonesia. The data analysis technique uses SEM PLS. The research results show that career motivation and self concept have a positive effect on lecturers' career insight. meanwhile, managerial support does not have a significant moderating effect on the influence of career motivation and self concept on career insight. this research recommends the need for efforts to increase the role of managerial support in increasing lecturers' career insight. this is an opportunity for further research with different theoretical and methodological aspects.

The potential for vocational students to achieve success in entrepreneurship is considerable, especially since they have acquired specific skills that are in line with their area of specialization since the beginning of their vocational schooling. However, schools cannot be alone in promoting entrepreneurial careers among vocational students. This study aims to measure the role of three educational centers, in influencing self-efficacy, entrepreneurial intention and career choice as an entrepreneur. This study was approached with a quantitative approach using structural equation modeling (SEM), the sample in the study was 354 vocational students. Data analysis through four stages, namely exploratory factor analysis, normality and outlier tests, confirmatory factor analysis and hypotheses testing (structural model). The results showed that the three education centers significantly influence self-efficacy and entrepreneurial intention which in turn can encourage students to choose a career as an entrepreneur. This research contributes to the understanding of how the three education centers can be an important catalyst in shaping a generation of resilient and innovative entrepreneurs.

Assessing student teachers' ability to pose mathematical reasoning problems within their experiences in teacher education is essential due to their increasing challenges in preparing for 21st-century learning. This study investigates the quality of mathematical reasoning problems posed by student teachers. Thirty-four student teachers at a public university in Surabaya, Indonesia, who attended an assessment lecture posed mathematical problems, where four aspects (suitability of indicators which refers to cognitive behaviour expected from the problems posed, the plausibility of the solution of the problems poses, the correctness of the solution, and language readability) were used to assess the problems posed. The results indicate that more than 70% of the student-teacher participants were successful in posing reasoning problems (either objective or subjective questions) indicated by those which are in accordance with the established criteria. However, most of the posed problems are categorised as 'analyse' problems instead of 'evaluate' or 'create' problems.

The present study investigated the effects of gamified grammar and vocabulary learning using Kahoot!, Quizizz, and Quizlet on learning performance, motivation, enjoyment, anxiety, and classroom dynamics and engagement in an English course. The investigation also involved the effects of gamified learning on gender, proficiency, and learning outcomes. Gamified learning was implemented for eight weeks, consisting of Cycle 1 (grammar) and Cycle 2 (vocabulary). Data were collected using survey questionnaires, grammar and vocabulary tests, and English proficiency tests. The results indicated high positive effects on the five survey constructs and significant increases were noted for learning motivation and classroom dynamics and engagement while reducing learning anxiety. The effects remained constant for female and male students, yet high-level students would likely enjoy and be engaged more in gamified learning than low-level students. Despite these highly perceived effects, they were not significant predictors of students' grammar learning outcomes. Only the degrees of students' learning enjoyment and anxiety can help estimate students' achievement in vocabulary learning.

Background: Research in the field of writing pedagogy within higher education has extensively examined the significant roles that feedback plays in the development of students' writing skills. However, comparative studies that investigate the efficacy of teacher-provided written and oral feedback, both with and without the aid of technology, remain scarce. Such research is crucial for understanding the impact of different feedback modalities on student learning and could inform best practices in educational settings. Objectives: This research, which was part of a larger study, specifically examined the impact of teacher-provided feedback--both written and oral--on the development of students' writing skills. We conducted this evaluation within the framework of the process-genre approach, comparing the outcomes of technology-facilitated feedback with traditional methods of delivery. The study sought to determine which forms of feedback, technologymediated or otherwise, are the most effective in enhancing students' writing proficiency. Method: It used a sequential explanatory design, selecting 28 first-year students from a veterinary international programme through purposive sampling. The participants were divided into control and experimental groups. Data collection methods included written and oral feedback surveys, pre-test and post-test evaluations, formative essay assessments, and participant interviews. Results: The experimental group, receiving technology-mediated teacher feedback through writeabout.com, demonstrated significantly better writing skills compared to the control group with a conventional lesson plan. Students found the technology-mediated written feedback efficient and precise, but faced language proficiency challenges and sought more personalised interaction. There was a strong positive correlation between this feedback and various aspects of writing achievement, including task response, coherence, lexical resources, and grammatical accuracy. Conclusion: The research highlights the significance of a balanced feedback provision strategy that accommodates the varied preferences of students. Contribution: It adds to the wider conversation on efficacious writing pedagogy within Thai Higher Education, spotlighting the beneficial effects of technology-mediated feedback as part of the process-genre approach.

The increasing popularity of the Common European Framework of Reference (CEFR) in non-native English-speaking countries has generated a demand for concrete examples in the creation of CEFR-based tests that assess the four main English skills. In response, this research endeavors to provide insight into the development and validation of a CEFR-based test aimed at evaluating undergraduate students' English proficiency for placement tests and exit exams. The CEFR served as the framework for item development while Classical Test Theory informed the test evaluation process. A sample of 2,248 first-year students participated in Testing 1 and 3,655 first- and second-year students took part in Testing 2. The results of the analysis of the multiple-choice listening and reading tests indicated favorable levels of item difficulty and discrimination indices, as well as high reliability coefficients obtained from Cronbach's alpha, Kuder-Richardson, and split-half reliability. The correlation and regression analyses revealed close relationships between the subtests and between each subtest and the total score, supporting the test's criterion validity. The study also demonstrated significant predictive validity on TOEIC scores. The findings of this study offer implications for the development of university-level English proficiency tests that integrate CEFR levels and CTT analysis.

Transitions in learning implementation have occurred at various levels of education during the COVID-19 pandemic. Learning that previously took place in conventional, face-to-face formats has been adjusted to fully online learning. Not all educational institutions are equally prepared for a pandemic, necessitating the study of student learning experiences and the strategies they employ in online classes during the pandemic. This study focuses on the positive and negative contributions of Virtual Learning Environment (VLE) features in student learning experiences and strategies during the pandemic. This study used a survey method consisting of closed- and open-ended questions. Data analysis using descriptive statistics and qualitative data analysis was employed to obtain several themes. Approximately 1,400 students from 23 higher education institutions across several provinces in Indonesia participated in this research. The results show both positive and negative contributions of VLE features. Among the VLE features that positively contribute to learning during the pandemic are video materials and downloadable documents. More than half of the respondents claimed there were no negative features of the VLE. Findings also revealed the most frequently reported negative aspect is poor internet performance. In addition, seven themes related to student learning strategies emerged including: considering the availability of infrastructure, monitoring the class schedule and calendar (or announcements), collaborating with peers, participating in the university's learning management system, applying notetaking strategies and other specific strategies, searching for additional learning resources, and no specific strategy applied while learning during the pandemic.

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

In educational settings, reflective thinking is often overlooked, with an excessive emphasis on final answers, resulting in students needing more ability to evaluate and reconstruct their problem-solving processes. The ability for reflective thinking is required by students in solving problems, including numerical problems. This study uses a qualitative approach to focus on field-independent students' numerical problem-solving processes. The data collection technique begins by administering the Group Embedded Figures Test (GEFT), a valid and reliable numeracy problem instrument, and conducting in-depth interviews. Two students with similar initial mathematical abilities and field-independent cognitive styles were selected as research subjects. Findings reveal that these students face challenges such as lengthy problem descriptions and a lack of confidence but gradually develop strategies, emphasizing repeated problem analysis, concept interconnections, and error awareness. Researcher-provided scaffolding facilitates critical reflection, enabling the construction of new ideas. These results have practical implications for teachers, suggesting the need to design lessons that cater to diverse cognitive styles, providing more complex problems to field-independent students to enhance their problem-solving skills.

In recent years, despite the extensive research on peer feedback, there remains limited understanding of how students engage in peer feedback activities within online English courses and what they expect from these activities. This study, utilizing a sequential explanatory mixed methods design with a phenomenological approach, introduced online peer feedback (OPF) activities into a 12-week online English writing course involving 30 second-year students (16.7% male, 83.3% female) facilitated through a Facebook group. Data collection encompassed survey questionnaires, written reflections, and task scores. Quantitative data were analyzed using descriptive statistics and bivariate correlations, while qualitative data underwent thematic analysis. Three key findings emerged: (1) EFL students displayed positive engagement in OPF activities, (2) Student engagement did not significantly correlate with their writing outcomes, and (3) Students provided valuable recommendations for enhancing the quality and quantity of feedback, incorporating teacher feedback and guidance, and improving the overall process and experience. These findings have significant implications for pedagogical practice, emphasizing the importance of integrating OPF activities into the academic curriculum, with a specific emphasis on guiding students to deliver descriptive and constructive feedback, providing scaffolding to enhance their comprehension and writing skills, and addressing concerns related to language proficiency and grammar. Furthermore, the novelty of this research lies in its exploration of factors influencing student involvement and achievements in OPF endeavors, the impact of feedback quality and quantity, and the benefits of online accessibility and temporal flexibility, contributing to a more comprehensive understanding of this pedagogical approach.

Algebraic thinking is the ability to generalize about numbers and calculations, find concepts from patterns and functions and form ideas using symbols. It is important to know the student's algebraic thinking process, by knowing the student's thinking process one can find out the location of student difficulties and the causes of these difficulties. This study aims to analyze students' algebraic thinking processes in constructing new knowledge of high-ability students based on the Cognitive System of Marzano's Taxonomy. The subjects in this study were twenty one mathematics teacher candidates who took linear programming courses. The algebraic thought process of prospective instructors in solving linear equation problems is described using a qualitative descriptive technique in this study. The data collection technique starts with giving algebraic thinking questions and interviews/observations. Data reduction, data display, and deriving conclusions are the data analysis techniques employed. The results of the research show that algebraic thinking processes with types "Generasional Representasi Sequential Concrete" students are able to extract conclusions and organize better. Algebraic thought processes with types "Generational Representation of Concrete Random" students are able to build models and form generalizations but their representation is not good enough that they cannot be communicated properly.

One of the key pillars of a country's advancement is its educational system; a country is only as advanced as the quality of its education system. The viability of the educational system and the relationships among its constituent parts heavily rely on the work of the school principal. The process of replacing the principal, also known as the succession of the principal, produced the current principal who now oversees the school. This study employs a qualitative case study methodology and focuses on the issue of unprepared succession plans in schools when principals change. This research was conducted in four schools in Banten and West Java, comprising two public schools and two private schools. Interviews were carried out with the School Principal, Foundation/Education Supervisor, and Vice Principal. The interview transcripts were analyzed through the identification and coding of data using Atlas.ti software. Data interviews with school administrators on their leadership in carrying out the leadership succession process in schools employed qualitative methodologies. In order to prepare for succession planning that may be applied to schools that have not yet adopted a planned succession process, this research was created to assess the implementation of succession planning for school principals. The evaluation's findings show that the succession of school principals in elementary schools has not been implemented and has not been planned, so it is crucial that this succession be planned for and implemented consistently to guarantee the development, success, and sustainability of a school. According to study findings, unexpected succession may result in school principal vacancies. According to some academics, a decline in the desirability of candidates for jobs as school administrators is the cause of the current shortage of principals.

Although many studies on early childhood have been conducted, there is still a need for further research on numeracy and vocabulary skills, particularly in Indonesia. This research aims to confirm the correlation between numeracy and vocabulary skills in preschool children and to disentangle the effects of environmental factors on both numeracy and vocabulary skills. This research was conducted at Early Childhood Education and Care (ECEC) in the Jatinangor district and followed the principle of simple random sampling. Children were given numeracy and vocabulary tests, parents were asked to fill out a questionnaire about sociodemographic aspects and the learning environment in their homes, and teachers were asked to fill out a questionnaire about preschool activities concerning numeracy and vocabulary. Data were analyzed using a structural equation model with numeracy and vocabulary as outcome variables. Covariates such as age, gender and social status were also included in the model. The results of this study show that numeracy is closely linked to vocabulary skills and that only a specific preschool activity can explain the variance of numeracy. On the other hand, both home numeracy activities and a specific preschool literacy activity are significant predictors of vocabulary skills.

Business simulation games (BSG) offer a unique opportunity to provide students with hands-on experience in a simulated business environment. This study aims to explore the effectiveness of BSG in promoting entrepreneurial intentions and competencies among undergraduate students. The study was conducted with 48 students, who participated in BSG as part of their entrepreneurship education (EE). The study used a quasi-experiment to measure changes in students' cognitive and non-cognitive entrepreneurial competencies, as well as their entrepreneurial intentions. The results show that participation in the BSG significantly improved students' cognitive and non-cognitive entrepreneurial competencies, as well as their intention to start a new business. The study concludes that BSG can be an effective teaching strategy for promoting EE and developing entrepreneurial competencies among undergraduate students. However, further research with larger sample sizes and diverse populations is needed to confirm these findings and explore how combining BSG with other teaching methods or interventions can enhance the development of entrepreneurial competencies and intentions.

The relationship between computational thinking (CT) and academic self-efficacy for building students' academic resilience--a trait crucial for problem-solving, peer relationships, and confidence development--was investigated. A mixed-methods approach was employed in a study involving 60 participants; half were given CT instruction and half were instructed traditionally. Quantitative data were analyzed using analysis of covariance and path analysis, while MAXQDA software was employed for qualitative interview data. The study found a positive correlation between CT instruction and academic self-efficacy with increased academic resilience, particularly in the experimental group, and identified key factors contributing to resilience. This study demonstrates the effectiveness of computational thinking (CT) and academic self-efficacy in enhancing academic performance, offering a new understanding of how these elements can be integrated into education to boost student resilience. It establishes a direct empirical link between CT instruction and increased academic self-efficacy, underscoring the value of specific teaching methodologies in fostering resilience. The findings are significant for educators, policymakers, and stakeholders in developing strategies to enhance students' academic and personal success, thereby promoting their overall well-being. Recognizing the importance of CT and self-efficacy paves the way for customized educational programs that effectively support and empower students to thrive.

Despite Thailand's popularity as a destination for migrant laborers from neighboring Southeast Asian countries, little research has been conducted on the education of migrant school-aged children in Thailand's public schools. However, knowledge in this area is important for improving Thailand's education policy and curriculum for migrant children and addressing issues related to Thailand's migrant education. As a response, framed by a phenomenological approach, this study conducted classroom teaching observations and interviews with Thai public-school teachers in the provinces, which are well-known for their large migrant populations. Presented in classroom narratives and teachers' perspectives individually, the findings revealed teachers' intentional misperceptions of ethnicity, pedagogical strategies to integrate migrant children into classrooms with Thai students, barriers that teachers must overcome to aid the educational advancement of migrant children, and non-governmental organizations' support for teacher training (NGOs). Since Thailand has implemented a policy allowing migrant and stateless children to freely enroll in public schools, this study calls for the implementation of non-discriminatory, integrative efforts at the school level, beginning with the provision of training for teachers on multilingual education and ending with the enhancement of school participation in the integration of migrant children into the educational environment.

"Writeabout" is a web-based application specialized in writing that enables the implementation of synchronous and asynchronous formative writing tasks and the provision of written and oral feedback. Nonetheless, empirical research on the effects of this software on students' learning outcomes is extremely scarce. Thus, this study designed an English course incorporating formative online writing tasks and feedback mediated by "Writeabout" for 933 non-English major students (77.6% female, 22.4% male) at one autonomous university in southern Thailand. The pre- and posttest writing scores of students were compared, and a significant difference was noticed (t (932) = 38.49, p <0.001). Formative online writing activities were found to predict students' accomplishments on the posttest writing (F (932) = 11.03, p <0.001). Female and male students would receive similar learning outcomes in this case, but their proficiency levels would result in variances. The current study advances our understanding of how incorporating an online application may benefit EFL students.

This study investigated to what degree students can be autonomous in EFL classroom by deploying different digital technologies, including "Google Form," "Quizizz," "Quizlet," "Kahoot!," and "Socrative," and the efficacy of these tools in online English classrooms. Utilizing a quasiexperimental research design, a sample of 48 first-year railway mechanical technology students from an Indonesian polytechnic was used and assigned to control and experimental groups. Data was gathered through a survey questionnaire and two tests (pre- and post-test), and was analyzed using descriptive statistics, the N-gain formula, the paired-sample t-test and ANCOVA. The results revealed learner autonomy in listening, structure, and reading skills, encompassing self-reliance, information literacy, linguistic confidence, and learning strategy. Digital classes incorporating "Google Form," "Quizizz," "Quizlet," "Kahoot!," and "Socrative" were more effective than traditional classes in terms of learning outcomes. Therefore, this study proposed a learning model utilizing digital technologies and autonomous learning concepts to improve students' learning outcomes.

This research aims to determine the impact of "Galah Asin" games with parental support on the fundamental movement skills of elementary school students. The sampling technique by dividing the population into two groups: a group that used the Galah Asin game (group I) and a group that used a modified Galah Asin game (group II) in the test of the level of support from the student's parents in carrying out movement activities. Based on test results, each group was ranked, and then 27% from the top were taken as a group with high parental support and 27% from the bottom as a group with low parental support. The method employed in this research was an experimental method with a 2x2 ANOVA design. Based on the results, the modification of the Galah Asin game has no better impact than the Galah Asin game on fundamental movement skills in elementary school students. There is an interaction between the Galah Asin game and parental support of fundamental movement skills in elementary school students. Students with high parental support do not have a better impact on fundamental movement skills than students with low parental support in elementary school students. Galah Asin game modifications have a better impact than Galah Asin games on fundamental movement skills for students with high parental support in elementary school.

Due to the spread of COVID-19, all face-to-face speaking courses were discontinued for a while, which inevitably impaired assessment results. E-portfolios are typically an appropriate evaluation technique for universities that implement fully synchronous online learning in pandemic situations. However, little is known about how this alternative assessment technique influences student speaking performance and self-efficacy. As a response, this study explored the impacts of e-portfolios on students' speaking performance and self-efficacy when studying from home, owing to the COVID-19 pandemic. A mixed-methods experimental design was used, with 55 university students (experimental = 28, control = 27) aged 18-20 years. Data were gathered via pre- and post-speaking tests, pre- and post-self-efficacy questionnaires, and an interview guide. The statistical analysis revealed that the experimental group outperformed the control group regarding speaking performance and self-efficacy. Furthermore, the interview findings indicated that the activities in e-portfolios were crucial for these improvements. This article suggests innovative approaches for teaching online speaking courses with e-portfolios.

This study seeks to understand better how e-leadership, technology acceptance and technological self-efficacy contribute to improved teacher attitudes in using virtual learning environments. The method used was quantitative with structural equation modeling with SmartPLS 3.2.8. The population of this study consisted of 1,570 teachers in the Malang district, Indonesia. A sample of 420 teachers was selected using a systematic random sampling technique. The findings demonstrated a positive and significant effect of e-leadership, technology acceptance, and technological self-efficacy on teacher attitudes in using virtual learning environments. In addition, e-leadership positively and significantly affects teachers' technology acceptance and technological self-efficacy. Subsequent studies may also use a hybrid explanatory sequential approach. It can also make technology acceptance and technological self-efficacy a mediator variable in building the relationship between e-leadership and teacher attitudes in using virtual learning environments.

Higher Order Thinking Skills (HOTS) are abilities that students in the 21st century must acquire. Problem-based learning (PBL) is one of the learning models to improve HOTS. In this study, PBL is integrated with technology through the use of e-modules. The taxonomy of Marzano is the framework used to assess HOTS. Student learning interest in studying geography as a moderate variable is a form of research refreshment that will result in a shift in research trends on PBL. Geography is the main focus of education in the 21st century, especially related to environmental issues. This study aimed to determine the effect of PBL with e-module based on HOTS to student's learning interest in studying geography. The research population consisted of second-year students (grade 11) of social class in SMAN 2 Semarang (Public Senior High School). The number of each student in the experimental class and control class is 32 participants. This research used a factorial experimental design. The data was collected using a test measuring HOTS and a questionnaire measuring enthusiasm for learning geography. The data were analysed using statistics, including the normality and homogeneity test, and hypothesis testing with the T-test, linear regression, and two-way ANOVA. The results found that: (1) PBL with e-modules had a significant effect on HOTS; (2) student's interest in studying geography had no significant effect on HOTS; (3) there was no effect between PBL and e-modules with student's interest in studying geography on HOTS. The HOTS test results were unaffected by the increase or decrease in student's interest. The HOTS is not influenced by student's interest in studying geography, but rather by the actual learning; (4) the highest indicator of developing HOTS is the capacity for abstract thought; (5) students conclude that using e-modules in PBL can improve interest for solving environmental issues. The combination of e-module content with project-based learning motivates students to protect the environment. Subsequent studies can focus on research on hybrid-based PBL as an innovation in 21st century learning.