Higher-order Thinking Skills (HOTS) is significant for students and has to be trained and managed well by teachers. This study aims to describe the preparation of biology teachers in learning, to analyze the understanding of biology teachers about HOTS, and to examine the efforts of biology teachers in developing HOTS for high school students in Banjarmasin, Indonesia. The subject of this survey was forty-one senior high school biology teachers in the city of Banjarmasin who were involved in routine activities of MGMP (biology subject teacher working group). The research instrument is in the form of a modified questionnaire from previous researchers and has been validated by experts. The data were analyzed using descriptive statistic (percentage). The results showed that the senior high school biology teachers in Banjarmasin have prepared the lesson well, but this was not done consistently (continuously). Some teachers have not maximally prepared the lessons according to the recommended educational standards. The teacher's understanding of HOTS is broad enough, and they assume that HOTS really needs to be trained to students. However, it has not been described in their teaching activities because the HOTS aspect tends to be neglected (not well conducted).
The objectives of this study were to analyze the validity, practicality, and effectiveness of South Kalimantan local wisdombased biology learning and its effect on student learning outcomes. The research method used is research and development. This research was in a Develop stage of Thiagarajan's Model. This development has produced learning models (lesson plans, student's worksheet, learning achievement test questions, teacher activity sheets, student activity sheets, and student response sheets). The local wisdom-based learning model were designed with seven stages using Banjar language (regional language of South Kalimantan). Model that have been developed were tested for the level of validity, practicality, effectiveness, and its effect in learning. The level of validity is determined based on the assessment and review of the four validators. To find out the effectiveness and the effect of the learning model, quasi-experimental design was applied by involving two classes at SMAN 7 Banjarmasin-Indonesia. Data were collected using a variety of instruments, namely the validity assessment sheet, the student's worksheet and lesson plan sheets, student achievement test questions, and student response sheets. Data analysis was implemented to measure the effectiveness and the effect of learning by calculating n-Gain and ANCOVA, respectively. The results, the learning tools met the "valid" criteria so that it can be implemented. Learning also concluded having good practicality criteria. Moreover, it can be seen that the application of local wisdom-based learning model and tools was quite effective in improving student learning outcomes, in contrast to learning in the control class. Furthermore, ANCOVA test concluded that there were significant differences in learning outcomes between students in the experimental and the control class.
Biological development difference related to gender causes significance differences including academic achievement, metacognitive, and critical thinking skills. Therefore, the learning process should be designed based on the students' learning style to equalize the students' achievement and other skills between the two genders. The purpose of this study is to find out the appropriate learning strategy that can enhance and equalize the male and female students' achievement, metacognitive, and critical thinking skills. The study had been carried out in QuasiExperiment of Pretest -Posttest Nonequivalent Control Group design. Population of the study was second grade of Banjarmasin senior high school students Indonesia majoring in science. The results of the study showed that the students' learning achievement, metacognitive, and critical thinking skills are similar or almost similar between the two genders, when the PQ4R strategy combined with the concept mapping strategy was applied.
This study aimed to determine the effect of Problem-Based Learning (PBL) model on tenth grade students’ higher-order thinking skills (HOTS) in ecosystem concept. The design of this study was quasi experimental research with "nonequivalent pretest-posttest control group design". The population of this study was X grade students in Senior High School (SHS) Kandangan, South Kalimantan. The sample were chosen through random sampling technique. The sample will be tested for equivalence based on the data of from the report card from the first semester. The instrument of data collection is students' HOTS rubric that developed by Hart (1994) with a range of scores for each question ranging from 0 to 4. One way analysis of variance (anava) was used as hypothesis test in this study. The result showed that PBL learning model had a positive effect on HOTS. It can be seen from the average of HOTS level of control class was 28.40 and treatment class was 36,23 and seen from F value = 20.97 whereas F table = 0.05 means F arithmetic > F table.
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