ABSTRACT

Purpose The purpose of this study is to analyze the effect of using e-modules through a problem-based learning approach, understood as an independent variable (X), on students' high-order thinking skills (HOTS), understood as a dependent variable (Y), and divided into two classes, namely: the experimental class and the control class of students at Muhammadiyah Palangkaraya High School. Methodology. This research method employs a quasi-experimental design with a non-equivalent control group. The sample of this study was determined through purposive sampling, with N = 64 and ???? = 0.05. Results The results of the hypothesis test on the post-test results using the T-test at ???? = 0.05 yielded a significant result. (2-tailed) A value of 0.00 indicates a positive influence on students' high-order thinking skills through the use of e-modules with a problem-based learning approach. The findings of this study suggest that students' HOTS in the experimental group significantly increased, with an N-gain value of 0.60, placing them in the high category, compared to the control group, which had an N-gain value of, placing them in the low category. The improvement of students' higher-order thinking skills, as indicated by creating or producing a product, received a value of 0.67. The experimental group showed a strong interest in using e-modules through a PBL approach, with a response rate of 86%. Implications for research and practice. This finding confirms the importance of using e-modules as a learning medium through a PBL approach in improving understanding and building HOTS students, especially in economics subjects.