ISSN: 2222-6990
Open access
This study presents a conceptual framework and research design for developing teaching materials that integrate problem-based learning with higher-order thinking skills (PBL-HOTS) for Malaysian pre-university Economics, focusing on Macroeconomics. The problem concerns the mismatch between the analytical demands of the curriculum and candidates’ difficulties in explaining concepts and economic diagrams. The examination figures compiled in this study show Macroeconomics subject in Malaysian Higher School Certificate (STPM) full pass rates below 50% throughout 2018–2024. Previous research supports the potential of PBL, but evidence from other subjects and educational levels does not establish how materials should be designed and evaluated for Macroeconomics subject. Reviews also identify inconsistent definitions and measurement of higher-order and critical thinking. This study addresses that design and evaluation gap by linking authentic macroeconomic problems, explicit cognitive prompts and reasoning-based assessment within the analysis, design, development, implementation and evaluation (ADDIE) process. The proposed development study will integrate document analysis with expert, teacher and student input, followed by content validation and classroom piloting for usability and feasibility. Its contribution is a context-specific design framework and evaluation plan that teachers and researchers can use to develop and refine materials.
Alaagib, N. A., Musa, O. A., & Saeed, A. M. (2019). Comparison of the effectiveness of lectures based on problems and traditional lectures in physiology teaching in Sudan. BMC Medical Education, 19, Article 365. https://doi.org/10.1186/s12909-019-1799-0
Bahagian Pembangunan Kurikulum [Curriculum Development Divison]. (2012). Membudayakan kemahiran berfikir [Cultivating thinking skills]. Kementerian Pendidikan Malaysia.
Bahagian Pembangunan Kurikulum [Curriculum Development Divison]. (2021). Manual pembudayaan Kemahiran Berfikir Aras Tinggi (KBAT) di sekolah [Manual for cultivating higher-order thinking skills (HOTS) in schools]. Kementerian Pendidikan Malaysia.
Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75(1), 27–61. https://doi.org/10.3102/00346543075001027
Hareesol, K., Yaakob, M. F. M., Maruf, I. R., Abd Wahab, N. M., & Khan, F. (2022). Learning and training higher order thinking skills (HOTS) and teacher learning competency. Universal Journal of Educational Research, 10(6), 418–426.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16, 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Hmelo-Silver, C. E., & Eberbach, C. (2012). Learning theories and problem-based learning. In S. Bridges, C. McGrath, & T. Whitehill (Eds.), Problem-based learning in clinical education (pp. 3–17). Springer. https://doi.org/10.1007/978-94-007-2515-7_1
Md. Som, I. M., & Haron, Z. (2017). Kesediaan guru mengimplementasikan KBAT dalam pembelajaran dan pengajaran Matematik sekolah rendah [Teachers’ readiness to implement HOTS in primary school Mathematics teaching and learning]. Jurnal Penyelidikan Pendidikan, 18, 147–161.
Kaeedi, A., Nasr Esfahani, A., Sharifian, F., & Moosavipour, S. (2023). The quantitative and qualitative study of the effectiveness of the problem-based learning approach in teaching research methods. Journal of University Teaching & Learning Practice, 20(5). https://doi.org/10.53761/1.20.5.06
Kementerian Ekonomi. (2023). Memperkukuh pemangkin utama ke arah ekonomi berpendapatan tinggi [Strengthening key enablers towards a high-income economy]. https://rmke12.ekonomi.gov.my/
Loyens, S. M. M., Van Meerten, J. E., Schaap, L., & Wijnia, L. (2023). Situating higher-order, critical, and critical-analytic thinking in problem- and project-based learning environments: A systematic review. Educational Psychology Review, 35, Article 39. https://doi.org/10.1007/s10648-023-09757-x
Majlis Peperiksaan Malaysia [Malaysian Examinations Council]. (2012). Sukatan pelajaran Ekonomi 944 [Economics 944 syllabus]. Majlis Peperiksaan Malaysia.
Majlis Peperiksaan Malaysia [Malaysian Examinations Council]. (2023). Laporan peperiksaan STPM dan MUET 2022 [STPM and MUET examination report 2022]. Majlis Peperiksaan Malaysia.
Jusoh, N., & Osman, K. (2018). Tahap kesediaan dan keperluan latihan guru dalam mengaplikasikan KBAT dalam PdPc Sains [Teachers’ readiness and training needs in applying HOTS in Science teaching and facilitation]. Jurnal Penyelidikan Pendidikan Guru, 8, 14–28.
Saepuloh, D., Sabur, A., Lestari, S., & Mukhlishoh, S. U. (2021). Improving students’ critical thinking and self-efficacy by learning higher order thinking skills through problem-based learning models. Jurnal Pendidikan Indonesia, 10(3), 495–504. https://doi.org/10.23887/jpi-undiksha.v10i3.31029
Shafii, S. F. (2018). Kesan pelaksanaan pembelajaran berasaskan masalah terhadap pemikiran kritis pelajar Tingkatan Empat dalam mata pelajaran Prinsip Perakaunan [Effects of implementing problem-based learning on Form Four students’ critical thinking in Principles of Accounting] [Unpublished master’s dissertation]. Universiti Pendidikan Sultan Idris.
Sabran, S. M. (2013). Kemahiran Berfikir Aras Tinggi (KBAT) pelajar Tingkatan Lima dalam penyelesaian masalah Matematik [Higher-order thinking skills (HOTS) among Form Five students in mathematical problem solving] [Unpublished master’s dissertation]. Universiti Pendidikan Sultan Idris.
Toresingam, T., Yunus, F., & Hashim, H. (2019). Kesediaan guru dalam melaksanakan kemahiran berfikir aras tinggi dalam pengajaran dan pembelajaran [Teachers’ readiness to implement higher-order thinking skills in teaching and learning]. International Journal of Education, Psychology and Counseling, 4(32), 217–231.
Wijnia, L., Noordzij, G., Arends, L. R., Rikers, R. M. J. P., & Loyens, S. M. M. (2024). The effects of problem-based, project-based, and case-based learning on students’ motivation: A meta-analysis. Educational Psychology Review, 36, Article 29. https://doi.org/10.1007/s10648-024-09864-3
Yu, L., & Zin, Z. M. (2023). The critical thinking-oriented adaptations of problem-based learning models: A systematic review. Frontiers in Education, 8, Article 1139987. https://doi.org/10.3389/feduc.2023.1139987
Razak, A. A., Muhammad, F., Hussin, M. Y. M., Shaarani, A. Z. M., Mahjom, N., & Rahim, M. N. (2026). Development of PBL-HOTS Teaching Materials for Pre University Economics Based on a Conceptual Framework and Research Design. International Journal of Academic Research in Business and Social Sciences, 16(10), 1066–1074.
Copyright: © 2026 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode