Exploring the Role of Resource Based Learning (RBL) and Higher-order Thinking Skills (HOTS) in Enhancing Student Engagement in Primary Science Education: A Case Study from Gombak District

This qualitative case study explores how six primary science teachers in the Gombak district utilize resource-based learning (RBL) to implement higher-order thinking skills (HOTS) activities and enhance student engagement in primary science education. Teachers with a minimum of five years of teaching experience from the three different types of primary schools were selected as participants. This research investigates how these RBLs are integrated into instructional practices, teaching methods, and assessment strategies to foster HOTS thereby sustaining student engagement in primary science education. The strategies that teachers employ to create resource-rich, inquiry-driven learning environments are examined where students can actively locate, evaluate, and utilize various RBLs. These include textbooks, digital content, multimedia, and other physical materials. Data were collected through classroom observations, semi-structured interviews, and document analysis from six experienced science teachers selected via purposive sampling. All interviews were recorded, translated, and transcribed verbatim. Next, thematic analysis was applied to the transcripts for a comprehensive assessment of the gathered data. Three themes were revealed from the analysis. The findings highlight that the effective integration of RBL significantly enhances student engagement and the development of HOTS. Incorporating these into teaching practices and assessments positively impacts students’ cognitive skills, fostering a more student-centered, interactive, and cognitively enriching learning environment. These findings emphasize the transformative role of RBL in reshaping classroom dynamics and improving HOTS in primary science education.