Descriptive qualitative research reveals imbalanced integration of problem solving and logical thinking in teaching materials, indicating the need for improvement.
Key Points
The study reveals an uneven interaction profile of problem solving and logical thinking in teaching materials.
Teaching materials emphasize the IPPR aspect at 4.77%, while the APBR aspect is notably lower at 0.53%.
Descriptive qualitative methods with indicator reduction helped develop indicators based on problem-solving and logical-thinking aspects.
The findings suggest a need for improved integration of higher-order thinking skills in curriculum development for 21st-century education.