scholarly journals The Effectiveness of E-Module on Buffer Solutions to Improve Students' Higher-Order Thinking Skills and Self-Regulated Learning

2021 ◽  
Vol 6 (2) ◽  
pp. 254-266
Author(s):  
Alfiyani Lestari ◽  
Sri Atun
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Cycle ◽  
Buffer Solution ◽  
Higher Order Thinking Skills ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Before And After ◽  
The Difference

This study aims to determine the difference between Higher Order Thinking Skills (HOTS) and Students Self Regulated Learning (SRL) before and after using e-module based on the 7E (elicit, engage, explore, explain, elaborate, evaluate, and extend) learning cycle on the buffer solution material, and to determine the percentage of its effectiveness. The research use a quasi experiment with one-group pretest-posttest design. The subjects of this research were students of natural science 11th grade in one of senior high schools in Yogyakarta. The instrument used were test in the form of HOTS pretest-posttest description question and non-test in the form of self-regulated learning questionnaire. The data analysis technique used is Hotteling's T2 test. The results showed that the significance value was 0.000 < = 0.05, then H0 was rejected. There were differences in students' HOTS and SRL before and after using e-module based on the 7E learning cycle. The effectiveness of using e-module show by HOTS and SRL simultaneously (36.8%), HOTS (25.2%), and SRL (20.5%).

scholarly journals Improving higher-order thingking skill through POE (Predict, Observe, Explain) and guided discovery learning models

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Witriyani Suryamiati ◽  
Adi Pasah Kahar ◽  
Anandita Eka Setiadi
Keyword(s):  
Experimental Research ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Discovery Learning ◽  
Learning Models ◽  
Guided Discovery ◽  
Higher Order Thinking Skills ◽  
Quasi Experimental ◽  
The Difference

The low level of students’ higher order thinking skills (HOTS) has been the main problem of education in Indonesia. This study aimed to determine the difference of students’ HOTS taught by using POE and Guided Discovery learning models. This quasi-experimental research involved 34 students of X IPA 3 and 32 students of X IPA 4 at SSHS 1 of Sungai Ambawang as the sample. The data obtained by using test which was analyzed using Mann-Whitney U-test. The results showed that the students’ HOTS who were treated with POE were significantly higher than those who were taught using Guided Discovery learning. Therefore, it is suggested to implement POE to improve students’ HOTS.

scholarly journals Developing Physics Comprehensive Contextual Teaching Material Based on KKNI in Work and Energy for High School Students

Variabel ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 35
Author(s):  
Fitria Arifiyanti ◽  
Suparno Suparno
Keyword(s):  
High School Students ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Scientific Attitude ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Analysis Technique ◽  
The Difference ◽  
Work And Energy

<em>This research aimed to (1)produce Physics Comprehensive ContextualTeaching Material (PhyCCTM)based on KKNI which feasible in work and energy,(2)know the improvement of student’s higher-order thinking skills (HOTS)by using PhyCCTM based on KKNI in work and energy, (3)know the improvement of student’s scientific attitude by using PhyCCTM based on KKNI in work and energy, (4) know the effectivity of PhyCCTM based on KKNI in work and energy to improve student’s HOTS and scientific attitude. The procedure of development in this research referred to the steps procedural model adapted from Borg &amp; Gall model, which has six steps.</em> <em>Data collection techniques used interviews, written tests, questionnaires, and observations</em><em>. </em><em>Data analysis technique for the improvement in students HOTS and scientific attitude used the gain score to see its effectiveness and MANOVA to see the significance of the difference between the control class and the experimental class.</em> <em>The results of this research were as follows. (1) PhyCCTM based on KKNI can be reasonably used with the category of "Very Good." (2) PhyCCTM based on KKNI can improve student’s higher-order thinking skills. (3) PhyCCTM based on KKNI can improve a student’s scientific attitude. (4) PhyCCTM based on KKNI can improve student’s higher-order thinking skills and scientific attitude.</em>

scholarly journals Perbedaan Higher Order Thinking Skills pada Model Problem Based Learning dan Model Konvensional

2020 ◽  
Vol 5 (2) ◽  
pp. 170
Author(s):  
Rizky Tyas Aria Kurniasari ◽  
Supriyono Koeshandayanto ◽  
Sa’dun Akbar
Keyword(s):  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Group Design ◽  
Post Test ◽  
The Difference ◽  
High Level ◽  
Thematic Learning

<p><strong>Abstract:</strong> Thematic learning carried out in elementary schools has not trained students' high-level thinking skills as a whole due to the use of learning models that tend to be monotonous and make students bored. This study aims to determine the effect of the Problem Based Learning (PBL) model on HOTS (Higher Order Thinking Skillls). The research method used is quantitative experiments with the design of nonequivalent group design. The results showed that the teacher's implementation was sufficient in accordance with the syntax of the PBL learning model so that it could influence HOTS students. The difference in HOTS scores between the two classes is indicated by the average post-test scores. The use of PBL models should be implemented for students to be able to train HOTS students.</p><strong>Abstrak:</strong><em> </em>Pembelajaran tematik yang dilaksanakan di SD belum melatihkan kemampuan berpikir tingkat tinggi siswa secara keseluruhan dikarenakan penggunaan model pembelajaran yang cenderung monoton dan membuat siswa jenuh. Penelitian ini bertujuan untuk mengetahui pengaruh model <em>Problem Based Learning </em>terhadap <em>Higher Order Thinking Skillls</em>. Metode penelitian yang digunakan yaitu kuantitatif eksperimen dengan desain <em>nonequivalent group design. </em>Hasil penelitian menunjukan bahwa keterlaksanaan guru sudah cukup sesuai dengan sintaks model pembelajaran <em>PBL</em> sehingga dapat berpengaruh terhadap HOTS siswa. Perbedaan skor HOTS antara dua kelas ditunjukkan oleh rata-rata nilai <em>post-test</em>. Penggunaan model PBL hendaknya dapat diimplementasikan kepada siswa agar dapat melatih HOTS siswa.

scholarly journals Implementasi assessment for learning berbasis higher order thinking skills untuk menumbuhkan minat baca

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Khoiriah Khoiriah ◽  
Tri Jalmo ◽  
Abdurrahman Abdurrahman
Keyword(s):  
Science Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Assessment For Learning ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Self Regulated Learning ◽  
Class 1 ◽  
Quasi Experimental ◽  
Reading Interest

Penelitian ini bertujuan menumbuhkan minat baca siswa melalui implementasi assessment for learning berbasis higher order thinking skills (HOTS) dalam pembelajaran ilmu pengetahuan alam (IPA). Desain penelitian menggunakan quasi experimental dengan sampel kelas VIIIC sebagai kelas eksperimen 1 dan kelas VIIID sebagai kelas eksperimen 2 di SMP Negeri 16 Bandar Lampung melalui teknik random sampling. Instrumen penelitian berupa instrumen asesmen HOTS hasil pengembangan dengan kelayakan terjamin validitas teoritis tim ahli dan validitas empiris yang melibatkan 174 siswa kelas IX SMP. Pengumpulan data penelitian memakai lembar angket instrumen skala self regulated learning (SRL) dengan fokus indikator pengukuran minat baca. Analisis data dilakukan secara deskriptif dengan pendekatan kualitatif. Hasil analisis data menunjukkan minat baca siswa tumbuh sebesar 51,23% pada kelas eksperimen 1 dengan kategori “tinggi” dan 54,56% kelas eksperimen 2 juga berkategori “tinggi”. Pertumbuhan minat baca tertinggi pada kedua kelas eksperimen terdapat pada indikator membaca kembali buku catatan ketika akan menghadapi ulangan sebesar 60,33%, mencari jawaban dengan membaca buku di perpustakaan untuk memecahkan permasalahan tugas/PR tergolong sulit sebesar 55,01%, akan menonton acara favorit di televisi apabila tugas/PR telah selesai dikerjakan sebesar 54,00% dan 52,34% membaca buku teks pelajaran yang dimiliki. Dengan demikian implementasi assessment for learning berbasis HOTS pada pembelajaran IPA mampu menumbuhkan minat baca siswa. Implementation of assessment for learning based on higher order thinking skills in science learning to fostering student reading interest AbstractThis study aims to foster students' interest in reading through the implementation of assessment for learning based on higher order thinking skills (HOTS) in science learning. The study design used quasi-experimental with samples of class VIIIC as experimental class 1 and class VIIID as experimental class 2 in SMP Negeri 16 Bandar Lampung through random sampling technique. The research instrument in the form of a HOTS assessment instrument was the result of development with the assurance of the expert team's theoretical validity and empirical validity involving 174 junior high school students. The collection of research data using questionnaires on the instrument scale of self regulated learning (SRL) with a focus on measurement indicators of reading interest. Descriptive data analysis with a qualitative approach. The results of the data analysis showed that students' reading interest grew by 51,23% in the experimental class 1 with the category "high" and 54,56% in the experimental class 2 also categorized as "high". The growth of the highest reading interest in the two experimental classes was found in the indicator of rereading the notebook when it faced a replication of 60,33%, looking for answers by reading books in the library to solve difficult assignments / PR problems of 55,01%, going to watching favorite programs on television when the assignment / PR has been completed by 54,00% and 52,34% read the textbooks that are owned. Thus the implementation of HOTS-based assessment for learning in science learning is able to foster students' interest in reading.

scholarly journals Enhancing the learning performance of passive learners in a Financial Management class using Problem-Based Learning

2020 ◽  
Vol 17 (1) ◽  
pp. 60-79
Author(s):  
Bambang Sugeng ◽  
◽  
Ani Wilujeng Suryani ◽  
Keyword(s):  
Conventional Method ◽  
Financial Management ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Performance ◽  
Learning Method ◽  
Higher Order Thinking Skills ◽  
Self Regulated Learning

This study aims to implement a problem-based learning method and investigate how this method enhances students’ learning performance, specifically in self-regulated learning and higher-order thinking skills for a Financial Management class, involving highly passive learners. The study adopted mixed methods, quasi-experimentally, by comparing a problem-based learning method with a conventional method, i.e. lecture-based learning. The results indicate that, alongside obtaining positive acceptance from the class, problem-based learning outperforms the conventional method by enhancing both students’ self-regulated learning and their higher-order thinking skills, although it lagged behind in maintaining students’ lower-order thinking skills. Future research into problem-based learning implementation in a similar learning context to this study should incorporate some adjustments, such as a more efficient curriculum design and a lower level of problem-based learning to ensure as many participants as possible, including slow learners, benefit optimally from learning through problem-based learning methods.

scholarly journals The Effect of the Discussion Method of Video Analysis of Physics Learning on High Level Thinking Skills of Students

2021 ◽  
Vol 6 (1) ◽  
pp. 74-80
Author(s):  
Hikmawati Hikmawati ◽  
Syahrial Ayub ◽  
Haerunisyah Sahidu
Keyword(s):  
Problem Solving ◽  
Video Analysis ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Average Score ◽  
Higher Order Thinking Skills ◽  
Physics Learning ◽  
Class 1 ◽  
The Difference

Higher order thinking skills are one of the skills that are used as provisions for students to face competition in the era of globalization. The purpose of this study was to determine the effect of the discussion method of analysis of physics learning videos on students' higher order thinking skills. The subjects of this study were all 5th semester students who took the Physics Curriculum Review lectures in the 2020/2021 academic year at a university in the city of Mataram, totaling 64 people. The research method was quantitative, with a post-test only group design. Higher order thinking skills data were obtained from the essay test given after the treatment. Data analysis to test the hypothesis using one-way ANOVA and calculations using SPSS 25. The results showed that the value of the F coefficient of 16,846 with a significance of 0.000 is much smaller than the alpha value of 0.05. There are differences in higher-order thinking skills between students who take conventional discussion learning, students who take video analysis discussion learning, and students who take problem-solving learning. The follow-up test with the Tukey Test shows that the difference between class 1 and class 2 has a significance of 0.000, the difference between class 1 and class 3 has a significance of 0.003, and the difference between class 2 and class 3 has a significance of 0.048. All comparisons had a significance value less than an alpha value of 0.05, so further tests for all pairs of sample classes were significant. The average score of students who took conventional discussion learning was 78.45, the average score of students who took part in the video analysis discussion learning was 85.20, and the average score of students who took problem solving learning was 82.36. Thus, the class of students who took part in the video analysis discussion learning physics learning had the highest average compared to the other 2 classes. The discussion method of analyzing physics learning videos can be used as an alternative learning method to develop students' higher order thinking skills.

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