scholarly journals Learning higher-order thinking skills using problem-based learning model

2020 ◽  
Vol 1480 ◽  
pp. 012008
Author(s):  
N S Tama ◽  
N Aisyah ◽  
B Santoso ◽  
E Kurniadi
Keyword(s):  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Higher Order ◽  
Higher Order Thinking Skills

scholarly journals Application of Problem Based Learning (PBL) Model to Improve Higher Order Thinking Skills (HOTS)

2021 ◽  
Vol 4 (1) ◽  
pp. 27
Author(s):  
Firda Firda ◽  
Rizki Hadiwijaya ◽  
Fajar Nugraha
Keyword(s):  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Higher Order ◽  
High Order ◽  
Class V ◽  
Higher Order Thinking Skills ◽  
Average Value ◽  
High Order Thinking

<p><em>This research was motivated by the low level of high-order thinking skills of students on the material of human respiratory organs at SDN Cibungbun, Tasikmalaya Regency, of 27 students only 9 students who completed getting high-order thinking skills scores, with very high criteria of 5 people, high criteria of 2 people. and the criteria are enough for 2 people. Based on this, the researcher applied the Problem Based Learning (PBL) learning model. This study used a Classroom Action Research (CAR) model. Data collection obtained through tests, observation, and documentation. The results obtained: 1) The application of the Problem Based Learning model increases Higher Order Thinking Skills. The results of the value of teacher activity in the first cycle increased from 78% in the good category, and in the second cycle to 93% in the very good category. 2) Increasing the results of students' higher order thinking skills. The results of students' high-order thinking skills in pre-cycle 63, then in cycle I with an average value of 72, while in cycle II with an average value of 83. The results of research on teacher activity, student activity, and results of Higher Order Thinking Skills have changed towards a better direction, it can be concluded that the use of the PBL learning model can increase Higher Order Thinking Skills in class V SDN Cibungbun, Rajapolah District.</em></p>

scholarly journals The influence of problem based learning model and critical thinking ability on higher order thinking skills (HOTs) of physics prospective teachers students

2021 ◽  
Vol 2104 (1) ◽  
pp. 012007
Author(s):  
Nurhayati ◽  
Wahyudi ◽  
L Angraeni
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Higher Order Thinking Skills ◽  
Physics Teacher ◽  
Teacher Students

Abstract This study aims to determine the effect of applying problem-based learning models, critical thinking skills, and their interactions on students’ higher-order thinking skills in optical materials. The research method used is a quasi-experimental method with a two-way ANOVA design. This research was conducted at IKIP PGRI Pontianak in the second-semester students of the physics education study program as many as 34 students. Data on students’ higher-order thinking skills were obtained using multiple-choice tests with reasons, while data on students’ critical thinking skills were measured using multiple-choice tests. Based on the results of data analysis, it can be concluded that: The ability of prospective physics teacher students to complete the HOTS-based physics test is better after the problem-based learning model is applied. Future physics teacher students with high critical thinking skills have better performance in meeting HOTS-based physics tests. There is an interaction between applyingicip2021est the problem-based learning model and the essential skills of thinking of prospective physics teacher students in completing the HOTS-based physics test. Implementation of the problem-based learning model is vital for other physics materials. In addition to improving the understanding of physics concepts, it also enhances higher-order thinking skills for prospective physics teacher students.

scholarly journals Perangkat pembelajaran matematika bercirikan PBL untuk mengembangkan HOTS siswa SMA

2016 ◽  
Vol 3 (2) ◽  
pp. 189 ◽  
Author(s):  
Edi Susanto ◽  
Heri Retnawati
Keyword(s):  
High School ◽  
Mathematics Teaching ◽  
Lesson Plan ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Senior High School ◽  
Higher Order Thinking Skills ◽  
Assessment Sheet

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika bercirikan problem-based learning (PBL) yang valid, praktis, dan efektif untuk mengembangkan higher order thinking skills (HOTS) siswa SMA kelas X semester 2 berupa: rencana pelaksanaan pembelajaran (RPP) dan lembar kegiatan siswa (LKS) yang dilengkapi instrumen tes hasil belajar. Penelitian pengembangan ini menggunakan model pengembangan 4-D dari Thiagarajan dengan empat tahapan, yaitu: pendefinisian, perancangan, pengembangan, dan penyebaran. Uji coba dilaksanakan dalam tiga tahap, yaitu: uji coba ahli, uji coba terbatas, dan uji coba lapangan. Subjek uji coba dalam penelitian ini adalah guru dan siswa yang dipilih dari dua sekolah. Instrumen yang digunakan terdiri atas lembar validasi, penilaian guru, penilaian siswa, dan instrumen tes hasil belajar. Hasil penelitian menunjukkan bahwa perangkat yang dikembangkan telah memenuhi aspek validitas, kepraktisan, dan keefektifan.(1) Hasil validitas menunjukkan bahwa RPP dan LKS yang dikembangkan pada kategori valid dengan indeks Aiken pada RPP sebesar 0,69 dan LKS sebesar 0,70. (2) Hasil uji coba terbatas menunjukkan perangkat pembelajaran yang dikembangkan pada kategori praktis. (3) Hasil uji coba lapangan menunjukkan perangkat pembelajaran efektif ditinjau dari HOTS siswa dengan persentase ketuntasan secara klasikal subjek uji coba lebih dari 75%.Kata Kunci: pengembangan, perangkat pembelajaran matematika, problem-based learning, higher order thinking skills Mathematics teaching kits based on PBL to develop hots of senior high school students  AbstractThis research is aimed at developing mathematics teaching kit based on problem-based learning which is valid, practical, and effective to develop the higher order thinking of grade X students senior high school in their second semester, which consists of lesson plan and students’ worksheet with test instrument. The research development used the model adapted from 4-D model developed by Thiagarajan with employing steps: defining, planning, developing, and disseminating. The tryout is conducted three steps: expert validation, limited tryout, and field tryout. The tryout subjects were teachers and students from two schools. The instruments used in this research were validation sheet, teacher’s assessment sheet, student’s assessment sheet, and test. The result of the research shows that the developed mathematics teaching kitbased on problem-based learning has met the aspect of validity, practicality, and effectiveness. (1) The result of validation shows that the lesson plan and the students’ worksheet are chategorized as valid with the Aiken analysis showing the index for the lesson plan has achieved 0.69 and the 0.70 for the students’ worksheet. (2) teh result of limited tryout shows that the developed of mathematics teaching kit is practical. (3) the result of field tryout shows that the developed of mathematics teaching is effective interm students’s HOTS with percentage of clasisical mastery subjects reached 75%.Keywords: development, mathematics teaching kit, problem-based learning, higher order thinking skills

scholarly journals MENINGKATKAN AKTIVITAS BELAJAR MELALUI PENERAPAN MODEL PROBLEM BASED LEARNING DENGAN BERORIENTASI PEMBELAJARAN HIGH ORDER THINKING SKILLS DAN KETERAMPILAN ABAD 21 SISWA SMP

2021 ◽  
Vol 2 (5) ◽  
pp. 652-664
Author(s):  
Mrs. Cik‘ani
Keyword(s):  
Model Problem ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
High Order ◽  
Problem Base Learning ◽  
Higher Order Thinking Skills ◽  
High Order Thinking

Menurut peraturan Menteri Pendidikan dan kebudayaan No. 103 tahun 2014 mengenai pembelajaran di tingkat pendidikan dasar dan menengah pasal 2 ayat 1, menjelaskan pelaksanaan pembelajaran pada Pendidikan dasar dan menengah harus berbasis aktivitas, kreatifitas dengan karakteristik. Amanat pemerintah mengharapkan peserta didik dapat mencapai berbagai kompetensi dengan penerapan pembelajaran HOTS (Higher Order Thinking Skills) dan Keterampilan abad 21, dan hasil observasi dan wawancara di SMPN 2 Sukorejo aktivitas pembelajaran IPA, aspek pembelajaran berbasis masalah, tingkat berpikir HOTS dan keterampilan abad 21 masih rendah. Penelitian ini merupakan penelitian PTK (Penelitian Tindakan Kelas) dengan 2 siklus masing-masing siklus ada empat tahap dengan jenis diskriptif kualitatif, instrumen yang digunakan berupa : 1)lembar observasi, 2)lembar catatan lapangan dan 3)soal tes dan soal lembar kerja. Berdasarkan hasil observasi dan wawancara di SMPN 2 Sukorejo ditemukan data bahwa pembelajaran berbasis aktifitas dengan karakteristik yang sesuai dengan amanat Permendikbud No 103 tahun 2014 pasal 2 ayat 1 pada proses pembelajaran masih belum maksimal sehingga peneliti tertarik untuk melakukan penelitihan dengan tujuan untuk mengetahui apakah penerapan model pembelajaran PBL(Problem Based Learning) dapat meningkatkan aktifitas dengan karakteristik dengan berorientasi pada pembelajajaran HOTS dan keterampilan abad 21. Hasil penelitian menunjukkan adanya peningkatan rata-rata persentase aktivitas belajar siswa yakni 68,28% pada siklus 1 menjadi 83,8,% pada siklus II artinya ada peningkatan sebesar 15,52%, sedangkan untuk tingkat pemecahan masalah dari 63,8 % pada siklus 1 menjadi 78,975 % pada siklus II artinya ada peningkatan sebesar 15,175 %i Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan model Problem Base Learning dengan berorientasi HOTS dan keterampilan abad 21 dapat meningkatkan aktifitas belajar dan keterampilan pemecahan masalah dengan karakteristik siswa.

scholarly journals Pengembangan Ketrampilan Berpikir Tingkat Tinggi dengan Menggunakan Strategi Metakognitif Model Pembelajaran Problem Based Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 77
Author(s):  
Sucipto Sucipto
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Cognitive Abilities ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Metacognitive Skills ◽  
Higher Order Thinking Skills ◽  
Evaluation Problem

AbstrakSecara umum capaian ketrampilan berpikir tingkat tinggi peserta didik masih rendah dibanding negara lain. Untuk mengembangkan keterampilan berpikir  tingkat  tinggi, pendidik dituntut untuk menciptakan suasana belajar yang  mendukung  dan  menggunakan   strategi pembelajaran. Upaya meningkatkan ketrampilan berpikir peserta didik dapat dilakukan dengan meningkatkan ketrampilan metakognisinya. Ada berbagai jenis strategi metakognitif yang dapat dipilih pendidik, satu diantaranya menggunakan strategi pemecahan masalah (problem solving). Dalam proses pemecahan masalah, individu menggunakan kedua kemampuan kognitif dan keterampilan praktis, yang meliputi kegiatan metakognitif seperti analisis, sintesis dan evaluasi. Pembelajaran  berbasis masalah merupakan pendekatan pembelajaran yang digunakan untuk merangsang berpikir tingkat tinggi siswa dalam situasi yang berorientasi pada masalah yang nyata, termasuk di dalamnya belajar bagaimana belajar. AbstractIn general, higher order thinking skills achievements of learners is still low compared to other countries. To develop higher order thinking skills, educators are required to create a learning atmosphere that supports and use learning strategies. Efforts to improve thinking skills that learners can do to improve metacognitive skills. There are different types of metacognitive strategies that can be selected educators, one of which uses problem solving strategies. In the process of solving problems, individuals using both cognitive abilities and practical skills, which include metacognitive activities such as analysis, synthesis and evaluation. Problem-based learning is an instructional approach used to stimulate students' higher order thinking in situations oriented real problems, including learning how to learn.

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