[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591954-105":59,"doc-detail-591954-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","the-effect-of-minecraft-on-learners-higher-order-thinking-skills-in-fractional-problem-solving","The Effect of Minecraft on Learners’ Higher-Order Thinking Skills in Fractional Problem-Solving","","Study investigates how using Minecraft influences Year 5 pupils’ higher-order thinking skills (HOTS) in solving fractional problems. A quasi-experimental pretest–posttest design with non-equivalent groups was implemented with 65 pupils from two intact classes, forming a treatment group and a control group. Data from pretests and posttests were analyzed using paired and independent sample t-tests. Results show a significant improvement in fractional problem-solving requiring HOTS for pupils taught with Minecraft compared with conventional methods.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effect-of-minecraft-on-learners-higher-order-thinking-skills-in-fractional-problem-solving/591954/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effect-of-minecraft-on-learners-higher-order-thinking-skills-in-fractional-problem-solving/591954.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the study’s main objective?","Question",{"text":113,"@type":114},"To investigate the effect of using Minecraft on Year 5 pupils’ higher-order thinking skills (HOTS) in fractional problem-solving.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was the study conducted?",{"text":118,"@type":114},"A quasi-experimental pretest–posttest non-equivalent groups design was used with 65 Year 5 pupils from two intact classes, including a treatment group and a control group.",{"name":120,"@type":111,"acceptedAnswer":121},"What teaching approach was compared in the research?",{"text":122,"@type":114},"The treatment group learned fractions using Minecraft, while the control group used conventional teaching methods.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},591954,1792165296,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":31,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","The Effect of Minecraft on Learners’ Higher-Order Thinking Skills in Fractional Problem-Solving  \nRayner Bin Tangkui  \nSekolah Kebangsaan Kerukan, Malaysia, [raynertangkui@gmail.com](raynertangkui@gmail.com)  \nTan Choon Keong  \nUniversity Malaysia Sabah, Malaysia, [cktanums@gmail.com](cktanums@gmail.com)  \nThis study aims to investigate the effect of using Minecraft on Year 5 pupils’ higher-order thinking skills (HOTS) in fractional problems-solving. A quasi-experimental pretest and posttest non-equivalent groups design was used. The study sample involved 65 Year 5 pupils from two intact classes which consists of 31 pupils as the treatment group and the other 34 pupils as the control group. Minecraft was used as the intervention in the teaching and learning of fractions in the treatment group. The research data was collected through the administration of pretest and posttest while the data was analyzed using paired sample t-test and independent sample t-test. The research resulted in several findings. Among them is the significant difference in the ability to solve fractional problems which requires the use of HOTS between pupils who were exposed to the teaching and learning of fractions using Minecraft and pupils who were exposed to the teaching and learning of fractions using conventional methods. This study has proven that the use of Minecraft in the teaching and learning of fractions has the potential to facilitate and enhance pupils’ level of HOTS.  \nKeywords: higher-order thinking skills (HOTS), fractions, Minecraft, digital learning, problem-solving  \nINTRODUCTION  \nIn preparing pupils to face the challenges ofthe Industrial Revolution 4.0, there is a need for educators to innovate the teaching and learning process (Dewantara et al., 2019; Dewantara et al., 2020). Among the reason for this necessity is to equip pupils with 21st century skills which would enable them to compete and be competitive in today’s globalized era. According to Ghavifekr and Rosdy (2015), Hartini et al. (2017), Sudarsono et al. (2022) and Tangkui and Keong (2020), among the strategies that can be applied to innovate teaching and learning is the integration of technology in the daily classroom instructional process. Technology plays a significant role in helping teachers deliver lessons and students in learning which in turn offers diverse opportunities for both teachers and students to support the teaching and learning processes (Castillo-Manzano et al., 2016; Janssen & Bodemer, 2013) . With the rapid advancement of Information and Communication Technology (ICT), the integration of ICTin education has become vital to create a technology-based teaching and learning environment which would lead to effective learning (Jamieson-Procter et al., 2013), especially in stimulating and improving students’ understanding of a particular subject (Ghavifekr & Rosdy, 2015), provides a variety of constructive learning activities (Sailer et al., 2021) as well as improving students’ learning outcomes (Hariadi et al., 2022) . The teaching and learning of mathematics can be more effective with ICT integration, given the presence of technology-based tools are able to support active learning (Jorge et al., 2003), thus making teaching and learning more effective and exciting (Amutha, 2020) . Learning mathematics involves mastering basic concepts and skills and developing problem-solving skills, which require thinking skills (Li et al., 2020) . Therefore, the integration of ICT in education has  \nCitation: Tangkui, R. B., & Keong, T. C. (2023) . The effect of Minecraft on learners’ higher-order thinking skills in fractional problem-solving. Anatolian Journal of Education, 8(2), 1-20. [https://doi.org/10.29333/aje.2023.821a](https://doi.org/10.29333/aje.2023.821a)  \nbecome a new norm of teaching and learning, particularly involving digital games. Digital games are increasingly integrated into the teaching and learning process to increase and promote student learning, ach","cbCaifubfp2iajJE","https://ap.wps.com/l/cbCaifubfp2iajJE","pdf",406002,"English","# Introduction\n## Technology integration and 21st-century skills\n## HOTS and problem-solving\n## Teaching fractions and the need for HOTS","[{\"question\":\"What is the study’s main objective?\",\"answer\":\"To investigate the effect of using Minecraft on Year 5 pupils’ higher-order thinking skills (HOTS) in fractional problem-solving.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"A quasi-experimental pretest–posttest non-equivalent groups design was used with 65 Year 5 pupils from two intact classes, including a treatment group and a control group.\"},{\"question\":\"What teaching approach was compared in the research?\",\"answer\":\"The treatment group learned fractions using Minecraft, while the control group used conventional teaching methods.\"}]","The Effect of Minecraft on Learners’ Higher-Order Thinking Skills in Fractional Problem-Solving | PDF",1792073548]