Development of an interactive e-module based on a case method to improve higher-order thinking skills

: The objective of this study is to create a case-method-based interactive e-module that will enhance the higher-level thinking skills (HOTs) of students. Research and Development (R&D) utilizing the ten-step Borg & Gall model development constitutes this research method. This investigation is restricted to the seventh stage. This study's participants were FKIP UNIPA first-semester students enrolled in instructional mathematics courses. The sample for the study was determined by cluster random sampling. The participants in this research were partitioned into two groups: the experimental group consisted of students majoring in English education, while the control group comprised students majoring in Indonesian language education. In this study, questionnaires, interviews, validator assessment forms, and HOTs tests were utilized to collect data. Three data analysis techniques were utilized in this study: validity, practicability, and effectiveness. The outcomes demonstrate the e-module's validity. The practicality assessment yielded an 81.44% response rate from students in the very practical category. The HOTs of the pupils in the experimental class were superior to those of the control class. The mean HOTs of students in the control group were 67.67, whereas those in the experimental group had an average HOTs of 75.50.


INTRODUCTION
Higher-order thinking abilities are necessary for college graduates to succeed in the 21st century.This is due to the fact that everyone will face many challenges and a more complex life in the twenty-first century.As a result, education is designed to produce comprehensive student competencies that cover all facets of knowledge, skills, and a literate attitude toward reading, writing, numeracy, science, digital, finance, culture, and citizenship.Higher order thinking skills, or HOTs, are sophisticated thought processes that go beyond the most fundamental mental operations when describing the subject matter, drawing conclusions, creating representations, evaluating, and forming connections (Resnick & Mustaghfirin, 2019).One of the stages that cannot be divorced from everyday life is high-level thinking, and it is expected that every student cultivate a consistent thought pattern.This high level is due to the ability higher level thinking makes a person think critically (Chotimah & Nurdiansyah, 2017;Damopolii et al., 2022;Iwan et al. 2023;Nasir et al., 2020).According to Miyarso (2019), and Widihastuti (2013), HOTs show an understanding of information and reasoning, not just remembering information.
The case method is one teaching strategy that can help students develop higher order thinking abilities.Point 7 of State Universities promotes the case method and project-based group learning as two methods of learning in higher education based on the primary performance factors.Students can reach their full potential, become self-actualized, creative, and solve problems by using the case method learning paradigm (Widiastuti et al., 2022).Case-based Learning (CBL), alternatively referred to as the Case Method, is an educational method that motivates students to proactively confront difficult problems by emulating real-world circumstances.According to Wospakrik et al. (2020), Hodijah et al. (2022), Fauzi et al. (2023), andSobri et al. (2021), using this approach can improve learning results and student motivation.Additionally, Hidayat et al. (2022) and Syam (2022) believe that the case method can also improve students' analytical and higher-order thinking skills.
According to Arsyad (2014) and Yomaki et al. (2023), students can comprehend the sense of hearing and sight through interactive e-modules.The likelihood that information will be retained and comprehended increases with the number of senses utilized to obtain it.Scholars have demonstrated noteworthy distinctions in the educational results acquired through the senses of hearing and sight (Prihantana et al., 2014;Hutapean, 2019;Herawati and Muhtadi, 2018).Subeksti andWidayanti (2017), andDita et al. (2023), learning modules are instructional materials that are arranged in an engaging and methodical way to facilitate independent study.According to Firmansyah et al. (2021) as well as Subeksti and Widayanti (2017), student learning achievement can be enhanced by the use of modules.An electronic module, often known as an e-module, is a computer-readable electronic version of a printed module that has been created using the required software.Emodules are educational materials or tools that consist of content, strategies, limitations, and assessment techniques that are systematically and engagingly designed to electronically achieve the necessary skills in line with the level of difficulty.
Students majoring in education at FKIP UNIPA are required to take the educational mathematics course.11 out of the 31 students who took basic mathematics in the English education department failed the course, according to data gathered from final semester tests for students enrolled in odd semester educational mathematics courses for the 2021-2022 academic year.This is a result of the students' inability to comprehend the content on their own.In addition, the results of student interviews revealed that the lack of accessible resources, such as books and modules, made it difficult for students to learn fundamental mathematical ideas.To motivate students to learn mathematics, creativity is required (Amoah et al., 2023;Matorevhu, 2023).This research aims to develop an interactive emodule based on the case method to improve students' HOTs.

METHOD
This study fell under the category of research and development (R & D) or development research.The process involves streamlining the ten-step Borg & Gall development paradigm (in Sugiyono 2015).This research was limited to step seven (Figure 1).

Potential problems
Problems were obtained through student observations and interviews regarding the limited references for educational mathematics courses within the scope of FKIP, University of Papua.Students expressed concern about the limited number of good lecture books.

Data collection
The data collection process at this stage is the stage of collecting data related to study material for educational mathematics courses.

Product design
At this point, the researcher will use the Canva tool to create an interactive E-module for math education classes.This stage involves the following activities: (1) Media selection, which involves choosing the right medium in which to communicate the content; and (2) Format selection, which involves modifying it based on the parameters outlined in the course outcomes.The format selected is for content and appearance design.(3) Canva was used to help design the module's original layout, which included practice questions, a synopsis of the material, a description of the course objectives, and a material description.

Product validation
Product validation encompasses the evaluation of content and material validity, conducted by three education professionals who have at least an S3 or Doctorate degree.

Potential Problems Data Collection
Product Design Product Vallidatio n

Design Revision
Product Trial

Design revision
Product revision is the process of improving a product by fixing flaws and refining it in light of expert and validater evaluation results.Until the final design is valid, make revisions to the design.

Product trial
Product usability trials are trials carried out on limited groups to determine the practicality and effectiveness of the product to be developed.At this stage, researchers will test it on students who are programming educational mathematics courses for the odd semester of 2022/2023 within the scope of FKIP UNIPA.

Product revision
The data obtained from the trial results were analyzed and revised.Usability trials and product revisions can be carried out until a draft of effective teaching materials is obtained.
The FKIP UNIPA students made up the study's population.Students enrolled in educational mathematics courses were selected as the research sample using cluster random sampling.Students majoring in English education made up the experimental class in this study, whereas students majoring in Indonesian language education made up the control group.

Questionnaire
A written questionnaire is a method of gathering data in which participants are asked questions.This methodology is employed to ascertain the product's feasibility for development and the degree of student learning autonomy.24 statements make up the learning independence questionnaire, which was created using the indicators of learning initiative, need diagnosis, goal-setting, resource selection and application, strategy selection and application, independent learning, group collaboration, and self-control.

Interview
This research uses semi-structured interviews.

Validator assessment sheet
The validator assessment sheet in this study was used to obtain data about the validity of teaching material products.

Higher-order thinking ability test
The high-level thinking ability test is used as a reference for determining the effectiveness of the device.The high-level thinking ability test is a written test consisting of 10 questions.
The study employs three data analysis techniques to assess the validity, practicality, and effectiveness of the interactive e-module designed for educational mathematics courses.This study will use internal testing, in the form of an expert evaluation of the e-module, to ensure the module's validity.Testing can occur several times until a valid emodule design is found.Expert opinion testing (expert review) was carried out by asking for the opinions of 3 experts and practitioners.Practicality data was obtained from student response questionnaires.Isharyadi and Ario (2019) stated that the e-module practicality test analysis was carried out by giving questionnaires to students to determine the percentage of all items.
The average difference test in learning achievement is used in the analysis of effectiveness data.A test of the assumption of requirements consisting of a homogeneity and normality test is conducted first, followed by an average difference test to determine the difference in average learning achievement between the experimental and control classes.The Kolmogorov-Smirnov Normality test is used in this study's normality testing to ascertain whether the population is normally distributed.Levene's Test, which measures homogeneity between two groups-the experimental and control classes-was employed in this work to test for homogeneity.Following completion of the required exams, data analysis moves on to a test of the average difference in learning success between the experimental and control courses, carried out .Following completion of the necessary exams, an independent sample t-test with a 5% significance threshold is used to examine the average difference in learning achievement between the experimental and control classes.

Validity analysis results
At this stage, the researcher validated the interactive e-module for the educational mathematics course, a high-level thinking ability test, and a questionnaire.E-module validation includes aspects of content/material validity, carried out by three experts in the field of education with a minimum education qualification of S3 or Doctorate.A recapitulation of validation results is presented in Table 1.Based on the results of the practicality test, a positive response from students was 81.44%, which was in the very practical category.

Effectiveness analysis results
Analysis of effectiveness data using a test of differences in students' high-level thinking abilities.The test of the average difference in students' high-level thinking abilities between the experimental and control classes begins with a test of the assumption of requirements consisting of a normality and a homogeneity tests.In light of the outcomes, in Table 4, the homogeneity test on students' HOTs scores using Levene's obtained a significance value of 0.387 where 0.387>0.05.This means that the variance between students in the Indonesian language education department and the English language education department is homogeneous.
After the prerequisite tests were met, a test of the average difference in high-level thinking abilities of control class and experimental class students was continued.The average difference test was carried out using the independent sample t-test with a significance level of 5%.The test results of the differences in the average results of the HOTs test for control class and experimental class students can be seen in Table 5.Based on the results obtained in Table 5, the test of the difference in the average test results of the HOTs of the control class and experimental class students obtained a significance value of 0.030, where 0.030 < 0.05.This means that the HOTs of experimental class students are better than HOTs of control class students.The average HOTS score for control class students was 67.67, while the average HOTs score for experimental class students was 75.50.With details as shown in Table 5.

DISCUSSION
The educational mathematics course's interactive e-module has successfully raised students' HOTS.Based on the interactive e-module's implementation, students' HOTs have improved significantly in educational mathematics courses.Innovations were used in the development of the interactive e-module for the educational mathematics course.Numerous module developments that can enhance students' learning achievement have been adopted by previous study.In order to raise students' HOTs, this study incorporates interactive e-modules into case method-based educational mathematics courses.
Based on the evaluations of the three validators, the interactive e-module for educational mathematics courses, HOTs tests, questionnaires, and interview guides that have been created are in the very good category (See table 1).To assess the tools, designs, and language that researchers have created, expert validation is required.Researchers used questionnaires to collect both quantitative and qualitative data from experts (Chrisyarani & Yasa, 2018).The validation procedure is repeated multiple times, with adjustments made in response to validator recommendations.
Upon satisfying the validity criteria, the study proceeded to the limited trial stage, wherein an interactive e-module was introduced for the educational mathematics course intended for students enrolled in the odd semester of the 2022/2023 academic year.Students majoring in English education made up the experimental class in this study, whereas students majoring in Indonesian language education made up the control group.During one meeting for the HOTs test and four material meetings, the e-module was implemented in the experimental class.The purpose of the test was to gather information for analysis in order to determine the efficacy of the constructed e-module.
The experimental class received an average of 75.50, which was higher than the control class's average of 67.67, according to the findings of the average difference test based on the HOTs test.This comes after studies by Qodiratullah et al. (2021), andPuspitasari et al. (2020) found that interactive e-modules can raise students' capacity for higher-order thinking.In addition, interactive e-modules have been shown by Ritonga (2020) to enhance student learning achievement.Education needs to be able to inspire students and raise their performance levels (Damopolii et al., 2019;Yurida et al., 2021).
Through increased student motivation to learn, this research has improved students' HOTs.The e-module is designed to motivate students to read it and enable them to think to understand the material well.

CONCLUSION
The interactive e-module for the educational mathematics course, the high-level thinking ability test, the questionnaire, and the interview guide that have been developed are in the very good category based on the assessments of the three validators.Based on the validation results, it can be concluded that the two research instruments used are valid so they can be used in limited product trials.After conducting a limited trial, it can be concluded that the interactive module for the educational mathematics course is practical and effective in improving students' HOTs in terms of their curious character with the following criteria: (a) The results of the practicality test obtained a positive response from students of 81.44%, which was in the very practical category; (b) The HOTs of experimental class students is better than control class students.The average HOTs score for control class students was 67.67, while the average HOTs score for experimental class students was 75.50.

Table 1 .
A summary of the validation findingsValidators gave the interactive e-module for the case-based educational mathematics course an average score of 3.78 based on the evaluation results.With the help of the Canva app, the interactive e-module for math education courses has an excellent average validation score.Validators gave the high-level thinking ability test an average score of 3.67.The high-level thinking ability exam has an extremely high validation score on average.Validators gave the questionnaire an average score of 3.56.The e-module practicality questionnaire has an average validation score that falls into the very good range.

Table 4 .
Normality and homogeneity testBased on the results obtained in Table 4, the normality test on control class students' HOTs scores obtained a significance value of 0.200 where 0.200 >0.05.This means the data of control class students' HOTs scores is normally distributed.Besides, the normality test on experimental class students' HOTs scores obtained a significance value of 0.192 where 0.192>0.This means that the data on experimental class students' HTOs scores is normally distributed