The Application of the Problem Posing Learning Model in Enhancing Student Activity and Higher Order Thinking Skills (HOTS) Ma’had Al-Buus Al-Islamiah, Southern Thailand
Aida Hayani1, Akhmad Zulfikar Khabibulloh2, Ahsanul Fuadi3, Muhammadnur Kora3
1	Universitas Alma Ata Yogyakarta; aidahayani@almataa.ac.id
2	UIN Sunan Kalijaga Yogyakarta; ahmeddzulfiqar12@gmail.com
3	Universitas Alma Ata Yogyakarta; ahsanulfuadi@almaata.ac.id
4	Ma’Had Al Buus Al-Islamiah; muhammadnurkora@gmail.com

ARTICLE INFO		ABSTRACT	
Keywords:
keyword 1; Effectiveness
keyword 2; Learning Model
keyword 3; Problem Posing   keyword 4; HOTS Thinking

(List three to five pertinent keywords specific to the article; yet reasonably common within the subject discipline; use lower case except for names).
		Student activeness emphasizes understanding of everything they encounter during the learning process. Meanwhile, Higher-Order Thinking Skills (HOTS) refer to the ability to demonstrate comprehension of material and to reason rather than merely recall information. The idealism of a learning process is for students to actively participate with the ability to analyze and generalize ideas based on the existing material.T his study aims to investigate the effectiveness of implementing the problem posing learning model in enhancing students' activeness and Higher-Order Thinking Skills (HOTS) at Ma’had Al-Buus Al-Islamiah Southern Thailand Considering the critical thinking stage in high school students involving critical questioning, analyzing phenomena, and problem-solving, this research focuses on the potential of a learning model that suits the psychological characteristics of students. This research is quantitative in nature with an experimental model. The study employs a Posttest Only Control Group Design. Subjects are placed into two groups: the experimental group, which utilizes the problem posing learning model of post solution posing type, and the control group, which adopts conventional learning models. Data collection is done using essay tests to measure Higher-Order Thinking Skills (HOTS) and questionnaires to measure student activeness. Data analysis is conducted using N-Gain tests. The findings of this research are expected to contribute to the development of more relevant learning strategies aligned with the psychological stage of high school students. It also serves as a reference for teachers and educational institutions in designing learning methods that enrich students' learning experiences in contemporary education.	
Article history:
Received 2021-08-14
Revised  2021-11-12
Accepted 2022-01-17			
		This is an open access article under the CC BY-NC-SA license.
	
Corresponding Author: 
Aida Hayani
Universitas Alma Ata Yogyakarta; aidahayani@almaata.ac.id
	
1.	INTRODUCTION
The Problem Posing Learning Model has emerged as an innovative approach to education, emphasizing student centered learning and active engagement. Unlike traditional methods that primarily focus on passive knowledge transfer, problem posing encourages students to actively participate in the learning process by generating and analyzing their own questions. This approach aligns closely with the development of Higher Order Thinking Skills (HOTS), which include critical thinking, creativity, analysis, and problemsolving skills that are increasingly essential in preparing students for the challenges of the 21st century. (Brown, A. L., & Campione, J. C, 1996)
In the context of Ma’had Al-Buus Al-Islamiah in Southern Thailand, where the educational environment is often shaped by traditional Islamic boarding school systems, integrating the Problem Posing Learning Model offers unique opportunities and challenges. Islamic boarding schools, or pesantren, typically emphasize rote memorization and teacher centered instruction, which may limit students' opportunities to explore and apply higher-order cognitive processes. By incorporating problem posing into the curriculum, students can be encouraged to think critically about the material, connect it to real-world scenarios, and articulate their understanding through thoughtful questioning and discussion.
Moreover, this model promotes active learning, which increases student participation and engagement in classroom activities. (Polya, G.1957). Students are not only challenged to understand the material but also to reframe it in ways that deepen their comprehension. This dynamic process helps bridge the gap between theoretical knowledge and practical application, fostering both academic excellence and personal growth. Given the cultural and religious context of Ma’had Al-Buus Al-Islamiah, the implementation of such a model also demands careful consideration of its alignment with Islamic values and the traditional educational structure. (Brookhart, S. M. (2010).
However, there are situations where the learning process does not proceed smoothly due to various obstacles. These obstacles can arise from both external and internal factors. External factors, such as the learning environment, facilities, and the learning process itself, can contribute to these issues. On the other hand, internal factors, which include intellectual, emotional, and social conditions of individuals, also play a significant role in hindering the learning process (Muhammad Abdul Faqih, 2014).

An active student is one who can engage consistently during the learning process, both physically, mentally, intellectually, and emotionally. The learner is involved and develops, which allows them to process the subject matter they receive. Meanwhile, Higher Order Thinking Skills (HOTS) refer to the ability to demonstrate a deep understanding of the information and materials being studied, as well as the ability to think critically and analytically beyond just recalling information.
Thus, this study explores how the Problem Posing Learning Model can enhance student activity and HOTS within Ma’had Al-Buus Al-Islamiah. It examines the practical steps for implementing this model, its potential benefits, and the challenges educators may face in adapting it to a religious and culturally embedded educational framework.

2.	METHODS 
2.1.	Research Design
The type of research in this study is quantitative research using an experimental method. Quantitative research involves data in the form of numbers or data that are quantified from non-numerical properties, which are then analyzed using specific statistical formulas. The results of this analysis are interpreted to test the hypotheses formulated earlier, with the common aim of finding causal relationships between certain variables (Mundir, 2013).
The experimental method is used in this study to explore the impact of a specific treatment. This research applies a Post-test Only Control Group Design, where the research subjects are divided into two groups: the experimental group and the control group, which are selected through a total sampling method. The experimental group applies the problem posing learning model, specifically the post-solution posing type, while the control group uses the conventional learning model (lectures). The experiment is conducted to assess the impact caused by the treatment deliberately administered by the researcher. In principle, experimental research is a method used to investigate the effect of a particular treatment on other variables under controlled conditions (Andi Ibrahim, 2018).
2.2	Population and Sample
2.2.1	Population
Population refers to all the subjects of the research that will be investigated. It includes a group of subjects or objects that share certain characteristics, as defined by the researcher, to be analyzed and concluded (Ismail Nurdin, 2019).
The population in this study consists of all students in class X at Ma’had Al-Buus Al-Islamiah Southern Thailand The sample for this research includes the entire population, which is made up of two classes. One class is designated as the experimental group, which receives the treatment using the problem posing learning model, while the other class is designated as the control group, which uses conventional learning methods.
2.2.2      Sample
In general, a sample refers to a small subset of the entire population selected for use in the data collection process in research (Helaludin, 2019). In this study, the sample was taken from two classes in class X, where both classes were selected entirely (total sample). Therefore, the sampling technique used is a total sample. The sampling technique in this study is purposive sampling, which is a technique for determining the sample based on certain considerations or the researcher’s discretion. In this technique, the researcher purely considers the research objectives, along with an understanding of the target audience (Akbar Iskandar, 2023). The reason for using this purposive sampling technique is because it is suitable for quantitative research or research that does not aim for generalization.
3.1	Data Collection Techniques
Data collection techniques refer to the methods or ways used by the researcher to gather valid data, which will be analyzed or serve as the foundation for the research. In this study, several data collection techniques used are:
3.1.1	Observasi
Observation refers to the act of carefully paying attention, recording the phenomena that occur, and evaluating the relationships between aspects within those phenomena. Observation is a crucial component of research, which can take place both in a laboratory setting or in other scientific contexts. It also includes direct observation to gather evidence that supports and complements the research findings. In this study, observation is used to collect data on student activities in the classroom, which is then analyzed using statistical formulas to measure the extent of student engagement in the classroom. The data from these observations are analyzed based on the following criteria guidelines (Asiwi Tejawati, 2023)
Table 1
Classification of Student Engagement Criteria
Persentase	Criteria	
75% - 100%	High	
50% - 74,99%	Medium	
0% - 49,99%	Low	

3.1.2	Test
In general, a test is a tool used to assess a subject's knowledge or understanding of a particular set of content or material (Pudji Mudjono, 2018). In this study, to assess students' Higher-Order Thinking Skills (HOTS), data collection tools in the form of pre-tests and post-tests were used, which were designed according to the competency standard indicators that students must master.
3.1.3	Questionnaire
A questionnaire is a tool commonly associated with public interests, used by distributing a list of questions in written form to a number of subjects to obtain the necessary written responses (Jonathan Sarwono, 2010). In this study, the questionnaire is used to collect information about the level of student engagement in learning religious education (PAI), specifically in the subject of Akidah Akhlak (Faith and Morality), using the problem posing learning model and conventional learning. The questionnaire is designed with detailed questions that must be answered by the respondents.
The assessment for the questionnaire instrument in this study is as follows:
Table 2
Questionnaire Instrument Assessment
Answer Alternative 	Score	
Strongly Agree	5	
Agree	4	
Netral	3	
Disagree	2	
Strongly Disagree	1	

3.2	Data Analysis Techniques
3.2.1	Students' Higher-Order Thinking Skills (HOTS)
Separating students into groups based on the scores they obtain from tests measuring their Higher-Order Thinking Skills (HOTS) is a way to organize them based on their level of cognitive ability. This approach relies on the test scores, which reflect the following: (Masrurotullaily et al., 2013).

Table 3
Range of Higher-Order Thinking Skills (HOTS) Ability
Average Score Range	                 HOTS Ability	
0<60	Low	
60<75	Medium	
76<100	High	

3.2.2	The Effect of the Problem Posing Model on Student Engagement: Analysis Based on Student Questionnaire Responses
This instrument is used to evaluate student responses to the problem posing learning model in terms of enhancing their participation, expressed as a percentage. The assessment is given using a Likert Scale. The formula applied is as follows: (Widoyoko, 2013).   
Penilaian = total skor x 100%
                          ∑ skor
Table 4
 Questionnaire Criteria
No	Interval Skor	Category	
1	81%-100%	Very Good	
2	61%-100%	Good	
3	31%-60%	Fair   	
4	<30%	Very Poor	
3.2.3	Measurement of the Effectiveness of the Problem Posing Learning Model on Improving Higher-Order Thinking Skills (HOTS) (N-Gain Test)
The next step is to perform the N-Gain Test to evaluate the improvement in pre-test and post-test scores between the experimental group and the control group. The use of the N-Gain test is an effective method to assess the success of the learning process, as reflected in the difference in scores between the pre-test and the post-test.

N – G = Skor Posttes – Skor Pre-test
               SMI – Skor Pre-test
N-Gain Score Classification
Table 5
Score Classification
N-Gain Score Classification
	
N-GAIN Score	N-Gain Score Classification	
g > 0,7	High	
0,3 < g < 0,7	Medium	
g < 0,3	Low	

Tabel 6
Interpretation of N-Gain Effectiveness Categories
Interpretation of N-Gain Effectiveness Categories	
Persentase (%)	       Interpretation	
< 40	Tidak Efektif	
40 – 55	Kurang Efektif	
56 – 75	Cukup Efektif	

3.   FINDINGS AND DISCUSSION
3.1 Finding
This research was conducted at Ma’had Al-Buus Al-Islamiah Southern Thailand over the period from April 28, 2024 to May 21, 2024. The method applied was experimental, with the aim of evaluating the impact of the problem posing learning model on student participation and Higher-Order Thinking Skills (HOTS) in Islamic Religious Education. The research process included stages of a pre-test, one session of learning, and a post-test. The pre-test aimed to assess students' initial understanding of the material to be taught.
By using the pre-test, the researcher was able to evaluate the extent of students' understanding of the material and determine the necessary steps to present the following content. The population of the study consisted of class X students at Ma’had Al-Buus Al-Islamiah Southern Thailand, with a total of 80 students divided into two classes: X MIPA 2 as the control group with 40 students, and X MIPA 3 as the experimental group, also with 40 students.
The experimental class will receive treatment through the implementation of the problem posing learning model in the Islamic Religious Education subject, specifically in Akidah Akhlak (Faith and Morality), focusing on the material Al Kulliyatu Al Khamsah (The Five Basic Principles) in everyday life, while the control class will continue with the conventional teaching model. Before starting the research, the researcher prepared the instruments to be used for both classes. These instruments included the Lesson Plan (RPP) and the Student Discussion Sheet (LDS), which were aligned with the lesson plans.
Before being administered to the X MIPA class, the initial test instrument was piloted on 40 students from X AGAMA 2 at Ma’had Al-Buus Al-Islamiah Southern Thailand, who had previously studied the material Al Kulliyatu Al Khamsah. The results of this test were then analyzed for validity, reliability, difficulty level, and item discrimination. The goal was to obtain instruments that were appropriate and capable of accurately measuring the Higher-Order Thinking Skills (HOTS) of the X MIPA students.
3.2	Discussion
3.2.1	Engagement and Higher-Order Thinking Skills (HOTS) at Ma’had Al-Buus Al-Islamiah Southern Thailand Before the Implementation of the Problem Posing Learning Model
Before the implementation of the problem posing learning model at Ma’had Al-Buus Al-Islamiah Southern Thailand, the level of student engagement and their Higher-Order Thinking Skills (HOTS) showed varying results. Data collected through observations and the pre-test indicated that the majority of students tended to be passive during the learning process. They were more often passive recipients of information rather than actively engaging in discussions or problem-solving. 
Student engagement can be observed from the results of classroom activities before the implementation of the problem posing learning model, as follows: (Hasan, M.I, 2002).

Based on the calculations above, it can be concluded that the percentage of student engagement in the classroom before the implementation of the problem posing learning model is 67.8%, which falls under the medium category according to the classification of student engagement percentages previously discussed. Meanwhile, for Higher-Order Thinking Skills (HOTS), which include analysis, evaluation, and creation, the students were still at a relatively low level. This can be seen from the results of the pre-test, which indicated that students had difficulty analyzing complex information, making critical judgments about a problem, and formulating creative solutions. Most students were more comfortable with routine, procedural tasks that did not require higher-order thinking.
3.2.2	The Effect of the Problem Posing Learning Model on Students' Higher-Order Thinking Skills (HOTS) at Ma’had Al-Buus Al-Islamiah Southern Thailand Based on the Analysis of Student Questionnaire Responses
The implementation of the problem posing learning model at Ma’had Al-Buus Al-Islamiah Southern Thailand had a positive effect on students' Higher-Order Thinking Skills (HOTS). The analysis of student questionnaire responses showed a favorable percentage in various aspects of higher-order thinking skills (HOTS) after participating in lessons using this model. 
The questionnaire filled out by the students measured several aspects of HOTS, such as the ability to analyze, evaluate, and create solutions for complex problems. The calculation of the questionnaire results was done using Excel, and the final outcome showed a score of 70%, which falls under the good category, based on the classification of questionnaire criteria presented in the table below:
Table 7
Questionnaire Criteria
No	Interval Score	Category	
1	81%-100%	Very Good	
2	61%-80%	Good	
3	31%-60%	Poor	
4	< 30%	Very Poor	

3.2.3	Differences in the Effectiveness of Implementing the Problem Posing Learning Model Compared to the Conventional Model on Student Engagement and Higher-Order Thinking Skills (HOTS)
A comparative study between students who participated in learning using the problem posing model and those who followed the conventional model at Ma’had Al-Buus Al-Islamiah Southern Thailand showed a significant difference in both student engagement and Higher-Order Thinking Skills (HOTS). 

Students who participated in the learning using the problem posing model demonstrated higher levels of engagement in the process  They were more active in class discussions, asking deeper questions, and engaging more actively in problem-solving activities.
To determine the percentage of student engagement in the class based on the observation table above, the following formula is used:

Meanwhile, students taught with the conventional model showed lower levels of engagement. They were more passive in receiving information and rarely participated in activities that required active involvement. Meanwhile, in terms of  Higher-Order Thinking Skills (HOTS), students who learned using the problem posing model showed better improvement in aspects such as analysis, evaluation, and creation compared to students taught with the conventional method. The test results indicated that students in the problem posing group were more capable of critically processing information, developing creative solutions, and thinking logically when facing various academic challenges. Below is the N-Gain analysis performed to measure the improvement between the pre-test and post-test scores of the experimental group and the control group. The use of the N-Gain test as a parameter is an effective way to assess how well the learning process has been, reflected in the score differences between the pre-test and post-test, using a specific formula:
 
Attention to the following N-Gain Score category distribution:
N-GAIN Score Distribution	
N-GAIN Score	Category	
g > 0,7	High	
0,3 < g < 0,7	Medium	
g < 0,3	Low	
Below are the N-Gain test results for student engagement and Higher-Order Thinking Skills (HOTS) in the control and experimental classes.
Table
N-Gain Test Results
Class	N Gain	Category	
Eksperimen	91.93 %	Efektif	
Kontrol	84.90 %	Efektif	

Effectiveness of N-Gain Score: The results of the N-Gain test for both classes indicate an "active" category. Although both classes fall within the effective category based on the N-Gain test results, overall, the application of the problem posing learning model at Ma’had Al-Buus Al-Islamiah Southern Thailand has had a significantly positive impact on improving student engagement and Higher-Order Thinking Skills (HOTS), compared to the conventional learning model. The differences in the effectiveness of implementing the problem posing model compared to the conventional model on student engagement and Higher-Order Thinking Skills (HOTS) are also depicted in the following diagram:
Diagram 1

100
90
80
70
60
50
40
30
20
10
0

Percentage Difference
91.6	91.3
84.9

67.8

Engagement          Crictical Thinking
Kontrol	Eksperimen

Diagram of the Difference in Engagement and Higher-Order Thinking Skills (HOTS)

	

Based on the diagram above, it can be seen that there is a significant difference between the levels of student engagement in the control class and the experimental class. The engagement level in the control class is 67.8%, categorized as moderate, while the experimental class has an engagement level of 91.6%, categorized as high, based on the classification of student engagement.
As for the students' Higher-Order Thinking Skills (HOTS), the control and experimental classes also show a significant difference. The control class achieved 84.9%, which is considered effective, while the experimental class achieved 91.3%, also categorized as effective, according to the interpretation of the N-GAIN score effectiveness.
From the explanation above, we can observe the differences in engagement and Higher-Order Thinking Skills (HOTS) before and after the implementation of the problem posing model. This highlights the importance of applying teaching models that promote deep understanding and active student involvement in the learning process. Engagement, as the initial step, requires students' direct participation in learning, while HOTS emphasizes the critical ability to analyze, evaluate, and create deep understanding.
Through problem posing, students are not only actively involved in solving problems but are also empowered to explore and reflect on their own understanding. Thus, the problem posing teaching model becomes an effective choice for supporting the development of these two important aspects in learning. By integrating engagement and HOTS, this approach prepares students to be independent, creative learners who can face intellectual challenges in the real world.
Therefore, based on the above explanation, it can be concluded that through this research, the application of the problem posing teaching model has been proven to significantly improve student engagement and HOTS. These results not only demonstrate the importance of innovative approaches in the learning process but also provide a strong foundation for the development of education that focuses on empowering students. It is hoped that these findings can contribute meaningfully to the development of more quality and relevant education in the future.
3.	CONCLUSION 
Based on the research results and the discussion regarding the impact of the problem posing teaching model on student engagement and Higher-Order Thinking Skills (HOTS) at Ma’had Al-Buus Al-Islamiah Southern Thailand, the following conclusions can be drawn:
1.	Before the implementation of the problem posing teaching model at Ma’had Al-Buus Al-Islamiah Southern Thailand, the level of student engagement, based on the results of observations and pre-tests, showed that the majority of students were passive in learning, with a student engagement level of 67.8%, categorized as moderate, according to the classification of student engagement percentage.
2.	The implementation of the problem posing teaching model at Ma’had Al-Buus Al-Islamiah Southern Thailand had a significant positive impact on students' Higher-Order Thinking Skills (HOTS). Based on the analysis of the student questionnaire responses, it was evident that the percentage of students demonstrating good HOTS improved significantly after following the lessons with this model. The results of the questionnaire calculation showed a percentage of 70%, which falls under the "good" category according to the classification used for the questionnaire criteria. This indicates that the problem posing teaching model is effective in enhancing students' Higher-Order Thinking Skills (HOTS) at the school.
3.	There was a significant difference in engagement and HOTS, demonstrating the effectiveness of the problem posing teaching model. The student engagement before the implementation of problem posing was 67.8%, categorized as moderate based on the classification of student engagement percentage. After applying the problem posing model, engagement increased significantly to 91.6%, categorized as high. Meanwhile, in terms of HOTS, as measured by the N-Gain test, both the experimental and control classes showed significant improvement. The control class showed a 84.9% increase, categorized as effective, while the experimental class showed a 91.3% increase, also categorized as effective, based on the N-Gain score effectiveness interpretation.
Thus, the application of the problem posing teaching model at Ma’had Al-Buus Al-Islamiah Southern Thailand can be said to have a significant positive impact on improving student engagement and Higher-Order Thinking Skills (HOTS) compared to the conventional teaching model.

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