Enhancing Vocational High School Students 'Higher Order Thinking Skills' through E-Module of Bar Force Analysis in Simple Frame Constructions

Abstract

This study aims to enhance vocational high school students' higher order thinking skills (HOTS) in bar force analysis of simple frame constructions through the use of an e-module. A quasi experimental design was applied with two groups: an experimental group using the e-module and a control group using presentation-based media. Data were analyzed with ANCOVA to control for students' initial ability levels. The results show a statistically significant difference between the two groups (Fhit = 8.463 > Ftable = 3.99; p = 0.005), with the experimental group obtaining higher HOTS scores. The findings indicate that the e-module is effective in strengthening vocational literacy and improving students' HOTS in engineering mechanics, demonstrating potential for sustainable use as an interactive, project based instructional resource.