The 2013 curriculum emphasizes on Scientific Approach taht tie topic with real context. Either learning model that leads to Scientific Approach that is Problem Based Learning (PBL). Keywords: Physic Learning Module, Problem Based Learning (PBL), Topic sound wave AbstrakPada kurikulum 2013 menekankan pada Scientific Approach yang mengaitkan materi dengan konteks dunia nyata. Salah satu model pembelajaran yang mengarah ke Scientific Approach yaitu Problem Based Learning (PBL). Sehingga perlu dipersiapkan bahan ajar yang tepat untuk mendukung model pembelajaran PBL salah satunya modul yang merupakan bahan ajar mandiri bagi peserta didik. Tujuan penelitian ini adalah mendeskripsikan pengembangan modul yaitu modul pembelajaran fisika berbasis PBL pada materi Gelombang Bunyi untuk siswa SMA kelas XII dan menguji kelayakannya .Penelitian pengembangan menggunakan model 4-D Thiagarajan yang sudah di modifikasi. Penelitian ini dilakukan dalam tiga tahap yaitu pendefinisian (define), perancangan (design) dan pengembangan (develop) yang dibatasi sampa uji coba terbatas . Validasi modul oleh 4 validator dan uji coba terbatas kepada 10 orang siswa. Dari hasil penelitan diperoleh skor segi materi sebesar 3,59 dengan kriteria layak, segi penyajian sebesar 3,9 dengan kriteria layak, segi bahasa sebesar 3,41 dengan kriteria layak dan hasil uji coba terbatas mendapat rerata skor sebesar 3,6 dengan kriteria sesuai. Dapat disimpulkan bahwa modul pembelajaran fisika berbasis PBL pada materi Gelombang Bunyi untuk siswa SMA kelas XII layak digunakan.
Higher-Order Thinking Skills (HOTS) is an ability that must be achieved by students today because this ability is the core of assessment in K13 and also as demand for 21st-century skills. Giving HOTS-based tests is an attempt to explore further the extent to which HOTS is mastered by students in kinematics and also describe cognitive patterns based on student’s HOTS. The method used in this study is descriptive, with an in-depth analysis of student answers. The research subjects were 51 students. The test instrument used consisted of five HOTS questions, which were divided into two analyzing questions, 1 evaluating question and 2 creating questions, has a reliability coefficient of 0.85 with considered high. The results of the study show that the cognitive patterns of students with high HOTS tend to be stable increasing following cognitive levels, for cognitive patterns of students with medium HOTS are having an up and down pattern, while the cognitive patterns of students with low HOTS tend to decline at higher cognitive levels. The whole HOTS in this study is relatively low because only 3.92% of students can reach high HOTS. Thus, it is necessary to apply of learning model such as Problem Based Learning to train students for higher order thinking in solving physics problems.
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