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Abstract

Higher-order thinking skills (HOTS) are widely recognized as an essential for addressing the challenges of modern life. As a result, numerous educational systems prioritize the development of students' HOTS. While previous studies have explored the impact of scaffolding on HOTS through either paper-based methods or gamified approaches, this experimental study seeks to examine the effects of scaffolding-based digital instructional media delivered via web-based instruction—specifically, the platform Madmatics—on students' HOTS. The participants in this study consisted of 64 junior high school students, with 32 students utilizing the scaffolding-based digital media for mathematics learning, while the remaining 32 students engaged in traditional paper-and-pencil exercises in a regular classroom setting. The findings reveal that students exposed to scaffolding-based digital instructional media demonstrated significantly greater improvements in HOTS compared to those in the conventional learning environment. Three key factors may explain this enhancement: the scaffolding guided students through problem-solving tasks, the media provided immediate feedback and explanations to facilitate learning, and the digital platform increased student engagement and motivation to solve mathematical problems.

Keywords

Digital Higher Order Thinking Skills Instructional Media Scaffolding Web-Based

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Setyaningrum, W., Pastoriko, F. M., Fabian, K., & Ying, C. Y. (2024). The effect of scaffolding-based digital instructional media on higher-order thinking skills. Journal on Mathematics Education, 15(4), 1077–1094. https://doi.org/10.22342/jme.v15i4.pp1077-1094
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