Anita Dewi Utami, Susiswo, Puguh Darmawan, Imam Rofiki, Sharifah Osman, Octavina Rizky Utami Putri, Reni Albertin Putri, Hanifah Damayanti
This research describes the implementation of discussion-centric blendedlearning (DCBL) so that it can foster student HOTS (Higher-Order Thinking Skill. There were 31 students, aged18-20 years, in the Mathematical Statistics class involved in HOTS pre-test, DCBL and HOTS post-test activities. Audio-visual video recordings, observations and research notes were analyzed using the data condensation, data displayandconclusion drawing stages. The HOTS pre-test and post-test results were analyzed using nonparametric statistics. The pre-test results show that all students have low HOTS. DCBL is implemented by involving four elements, namely Asynchronous-Independent (DCBL-AI), Asynchronous-Collaborative (DCBL-AC), Synchronous-Class (DCBL-SC), andSynchronous-Virtual (DCBL-SV). The four elements of DCBL are implementedbyemphasizing discussion activities between students andlecturer in an effort to foster HOTS. Even thoughmost of the post-test scores, whichwere taken from individual student results, are still low, the im plementation of DCBL can foster HOTS significantly. © 2025 City University of New York. All rights reserved.
Universitas Negeri Malang, Indonesia; Department of Innovative Science and Mathematics Education, Faculty of Educational Sciences and Technology, Universiti Teknologi, Malaysia; Universitas Muhammadiyah Malang, Indonesia
