Teacher's Perceptions of Project-Based Learning to Promote Higher-Order Thinking Skills in English Language Teaching at SDN 4 Anjani

This study aims to explore teachers' perceptions of the implementation of Project-Based Learning (PBL) in promoting Higher-Order Thinking Skills (HOTS) in English language teaching and to identify the challenges teachers face in implementing this learning model. This study employed a qualitative approach using a case study design. The research participant was an English teacher of Grade 5 at SD Negeri 4 Anjani. The data were collected through interviews, classroom observations, and documentation. The data were analyzed using the Miles and Huberman interactive model, which consists of data reduction, data display, and conclusion drawing. To ensure the trustworthiness of the findings, source triangulation and technique triangulation were employed. The findings revealed that the teacher had a positive perception of the implementation of Project-Based Learning because it created active, meaningful, and student-centered learning. Moreover, PBL supported the development of students' Higher-Order Thinking Skills, including critical thinking, creativity, collaboration, communication, and problem-solving skills. However, the teacher also encountered several challenges, such as difficulties in developing students' higher-order thinking skills, differences in students' learning abilities, limited instructional time, and inadequate learning media and supporting facilities. Based on the findings, it can be concluded that Project-Based Learning is perceived positively by the teacher as an effective learning model for promoting Higher-Order Thinking Skills in English language teaching. However, its successful implementation requires adequate facilities and infrastructure, effective time management, and teachers' readiness to manage project-based learning effectively. Keywords: Teacher Perceptions, Project-Based Learning (PBL), Higher-Order Thinking Skills (HOTS), English Language Teaching.