This study aimed to determine the effect of Problem-based Learning assisted
by Google Classroom on students' higher-order thinking skills on environmental
pollution materials. This study was quantitative through a quasi-experimental
method. The research design used was a post-test-only control group. The data
were obtained from tests and documentation. The instrument used in this study was
a multiple-choice test item made according to the HOTS question grid. There was
2 data analysis used: prerequisite tests in the form of normality and homogeneity
tests, hypothesis testing in the form of T-test, F-test, and Eta test. The results
revealed an effect of Problem-based Learning assisted by Google Classroom on
students' higher-order thinking skills on environmental pollution material. It was
proven by the results of the T-test with a sig value of 0.000, or there was a
significant difference, the F test results with a sig value of 0.000 or there was a
significant effect, and the Eta test with a correlation coefficient value of 0.582, or it
was pretty influential. Thus, it can be drawn that the Problem-based Learning
assisted by Google Classroom influences the students' higher-order thinking skills
on environmental pollution material.