Planning, Cognitive Strategy, and Self-Checking in Project-Based Learning
Which Learning Strategies Best Predict HOTS Gains?
DOI:
https://doi.org/10.3991/ijoe.v22i10.61183Keywords:
Project-Based Learning, Self-Regulated Learning, Higher-Order Thinking Skills, Engineering Education, HOTS Gain, Analog Electronics, Structural Equation ModelingAbstract
Higher-order thinking skills (HOTS) are essential outcomes in engineering education, yet the mechanisms through which project-based learning (PjBL) enhances HOTS remain insufficiently understood. Drawing on self-regulated learning (SRL) theory, this study examines how PjBL and SRL jointly relate to HOTS development in an undergraduate analog electronics course. A quasi-experimental pretest–posttest control group design was employed involving 50 engineering students assigned to PjBL and conventional instruction groups. SRL was conceptualized as a latent construct reflected by planning, cognitive strategy use, and self-checking behaviors. Data were analyzed using structural equation modeling to test relationships among instructional condition, SRL, HOTS gain, and posttest HOTS while controlling for baseline ability. Results indicate that PjBL significantly enhances SRL engagement, and SRL contributes positively to HOTS gain. PjBL also shows a direct effect on HOTS gain, indicating partial mediation. Baseline HOTS strongly predicts posttest performance, confirming the stability of higher-order thinking ability. The findings highlight SRL as a key mechanism through which project-based learning promotes higher-order cognitive development in engineering education.
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Copyright (c) 2026 Muhammad Anwar, Elfi Tasrif, Hendra Hidayat, Andhika Herayono
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