Development of a Team-Based Experimental Learning (TeBEL) Model to Enhance Higher-Order Thinking Skills in Industrial Product Problem-Solving
DOI:
https://doi.org/10.56294/saludcyt20262534Keywords:
Cutting Tool, High Order Thinking, Skills, Team-Based Experiment Learning, Tool DesignAbstract
The gap between theoretical learning in higher education and the real needs of the manufacturing industry remains a significant challenge in engineering education, particularly in mastering Tool Design competencies. Students generally understand the concepts theoretically, but their analytical, evaluative, and creative abilities for solving industrial design problems are not yet fully developed. This study aims to develop and test the effectiveness of the Team-Based Experimental Learning (TeBEL) learning model in improving students’ Higher-Order Thinking Skills (HOTS) through a collaborative and experiential approach. The research method employs a Research and Development (R&D) approach, utilising a 4D model (Define, Design, Develop, and Disseminate). A total of eight validators, comprising academics and industry practitioners, assessed the construct validity, content, and feasibility of the model’s implementation, with an average score of 4,8, categorising it as very valid. The effectiveness test involved a control class using conventional methods and an experimental class implementing TeBEL. The results of the Shapiro–Wilk normality test showed a significance value of 0,921 in the control class and 0,175 in the experimental class (both > 0,05), while the Levene test produced a value of 0,610 (> 0,05), so the data were declared homogeneous and met the requirements for parametric testing. The independent t-test showed a significant difference between the two classes (Sig. 0,000 < 0,05), where the experimental class experienced a higher increase in learning outcomes with an average N-Gain of 0,59 (medium–high category) compared to the control class of 0,31. These findings confirm that the TeBEL model is effective in bridging the gap between theory and practice, improving students' analytical, evaluative, and creative abilities, and strengthening the application of collaborative and experiential learning in engineering education. This model has the potential to be replicated in various engineering courses, improving graduates’ readiness to face the challenges of the modern manufacturing industry.
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Copyright (c) 2026 Chrisna Tri Harjanto , Thomas Sukardi , Dwi Rahdiyanta , Sutopo, Bayu Rahmat Setiadi , Tri Adi Prasetya (Author)
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