Development of PBL-HOTS Teaching Materials for Pre University Economics Based on a Conceptual Framework and Research Design

This study presents a conceptual framework and research design for developing teaching materials that integrate problem-based learning with higher-order thinking skills (PBL-HOTS) for Malaysian pre-university Economics, focusing on Macroeconomics. The problem concerns the mismatch between the analytical demands of the curriculum and candidates’ difficulties in explaining concepts and economic diagrams. The examination figures compiled in this study show Macroeconomics subject in Malaysian Higher School Certificate (STPM) full pass rates below 50% throughout 2018–2024. Previous research supports the potential of PBL, but evidence from other subjects and educational levels does not establish how materials should be designed and evaluated for Macroeconomics subject. Reviews also identify inconsistent definitions and measurement of higher-order and critical thinking. This study addresses that design and evaluation gap by linking authentic macroeconomic problems, explicit cognitive prompts and reasoning-based assessment within the analysis, design, development, implementation and evaluation (ADDIE) process. The proposed development study will integrate document analysis with expert, teacher and student input, followed by content validation and classroom piloting for usability and feasibility. Its contribution is a context-specific design framework and evaluation plan that teachers and researchers can use to develop and refine materials.