Pengaruh Model Problem Based Learning terhadap Higher Order Thinking Skills Peserta Didik

Abstract

Higher Order Thinking Skills (HOTS) sangat diperlukan oleh peserta didik guna meningkatkan kemampuannya dalam mengatasi masalah pembelajaran. Hasil observasi menunjukkan bahwa masih banyak peserta didik di SMA Negeri 1 Manokwari yang mengalami kesulitan dalam memahami konsep fisika yang menurut mereka rumit. Salah satu model pembelajaran yang dapat melatih kemampuan berpikir peserta didik atau HOTS melalui penyelesaian masalah yaitu Problem Based Learning (PBL). Tujuan penelitian ini adalah menganalisis apakah terdapat pengaruh yang signifikan HOTS peserta didik yang diajar menggunakan model PBL dengan yang diajar menggunakan model konvensional. Metode yang digunakan yaitu Quasi Eksperimental dengan Non Equivalent Control Group Design. Teknik purposive sampling digunakan dalam pemilihan sampel yaitu Kelas XI IPA 2 sebagai kelas eksperimen yang berjumlah 24 orang dan kelas XI IPA 5 sebagai kelas kontrol yang berjumlah 32 orang. Hasil analisis uji prasyarat diperoleh bahwa data nilai HOTS peserta didik tidak terdistribusi normal dan tidak homogen sehingga dilakukan uji non parametrik wilcoxon. Nilai rata-rata HOTS peserta didik pada kelas eksperimen dan kontrol ditinjau dari aspek kognitif menganalisis 35,6 dan 32,6, mengevaluasi 60,8 dan 63,3, serta mengkreasi 32,3 dan 16,9. Nilai signifikansi uji wilcoxon sebesar 0,000 (sig 2-tailed < 0,05) yang menunjukkan bahwa terdapat pengaruh yang signifikan HOTS peserta didik yang diajar menggunakan model PBL dengan yang diajar menggunakan model konvensional. Dapat disimpulkan bahwa model pembelajaran PBL berpengaruh terhadap HOTS peserta didik. Higher Order Thinking Skills (HOTS) is needed by students to improve their ability to overcome learning problems. The results of the observation show that there were still many students in SMA Negeri 1 Manokwari who have difficulties in understanding the concept of physics which they think is complicated. One learning model that can train students' thinking skills or HOTS through problem solving is Problem Based Learning (PBL). The purpose of this study was to analyze whether there was a significant influence of HOTS students that were taught using PBL models with those taught using conventional models. The method used was Quasi-Experimental with Non-Equivalent Control Group Design. The purposive sampling technique was used in the selection of samples, namely Class XI Science 2 as an experimental class totalling 24 people and class XI IPA 5 as a control class totalling 32 people. The results of the prerequisite test analysis showed that the HOTS valuesof students were not normally distributed and were not homogeneous so that the non parametric test of Wilcoxon was carried out. The average score of HOTS of students in the experimental and control classes viewed from the cognitive aspect analyzed 35.6 and 32.6, evaluated 60.8 and 63.3, and created 32.3 and 16.9. Wilcoxon tested significance value was 0,000 (sig 2-tailed <0,05) which shows that there was a significant influence of HOTS students that were taught using PBL models with those taught using conventional models. It can be concluded that PBL learning models affect HOTS students.

High Order Thinking Ability Through Social Studies Problem-Based Learning at a Junior Secondary School in Eastern Java

“…This could be seen from the increase in the average value of HOTS in the experimental class compared to the average value of the control class, as the effect of PBL application. The findings of this study were in accordance with the studies of Aryani [8], Fatimah [11], Herzon, Budijanto, Utomo [12], Jayanti [13], Marlina, Utaya, Yuliati [14], and Royantoro [2] which showed that the PBL learning model had a significant effect on the HOTS of students. However, the same results of this study were not in line with the research of Putri, Corebima, Mahanal [6] who concluded that there was no influence between PBL learning strategies on metacognitive skills of students with low academic abilities.…”

“…The results of studies conducted at Junior Secondary Schools in Probolinggo Regency, part of East Java, showed that in teaching the social studies, teachers used conventional methods so that students could not able to think at high levels [1][2][3]. This was due to the teaching methods by the teachers did not encourage the students' learning motivation.…”

The Application of Problem Based Learning (PBL) Approach for Elementary Schools Teachers

“…This shows that the PBL model directs the active role of self in solving problems it faces with its knowledge [1]. Therefore this model can improve students' critical thinking skills [2], encourage initiative in work, and can develop interpersonal relationships in their groups.…”

The Effect of Blended Learning Based on The Problem-Based Learning Model Assisted by Puzzle Media on The Critical Thinking Skills of Fifth Grade Students on Ecosystem Themes

“…(2) research conducted by (Abdurrozak & Jayadinata, 2016), The result is that the problem-based learning model affects students' creative thinking skills. (3) research conducted by (Royantoro et al, 2018), the result is the problem-based learning model of students' high order thinking skills.…”