Problem Based Learning to Improve HOTS of High School Students

Abstract

This research aimed to improve the high-order thinking ability of students by applying PBL model in Environment Pollution of 10 th MIA 3 graders of SMA Negeri 2 Sukoharjo. This study was a classroom action research followed the Kemmis and Mc. Taggart's, and conducted in two cycles, from April to May 2016. Each cycle consisted of 4 stages: planning, acting, observing, and reflecting. The participants were 31 students (18 female and 13 male students) of 10 th MIA 3 graders of SMA Negeri 2 Sukoharjo. Data was obtained using essay test on the high-order thinking ability, interview, observation sheet on the implementation of PBL syntax, observation sheet on affective and psychomotor aspects of students. Essay test of high-order thinking ability includes: analyzing (C4), evaluating (C5), and creating (C6) based on Bloom's revised taxonomy. Data analysis was descriptively. The target of research was the improvement of students' high-order thinking ability in every aspect more than 23% from based line to the end of research cycle. The result shows that the PBL model in environment pollution material is able to improve the high-order thinking ability of students by ≥23% from based line to the end of research cycle. The increase of percentage gain in each aspect of highorder thinking ability from pre-cycle to cycle II was as follows: 1) the analyzing aspect increased by 25.16%, 2) the evaluating aspect increased by 26.66%, and 3) the creating aspect increased by 23.95%.

Pengaruh Discovery Learning terhadap HOTS dan Karakter Sosial pada Pembelajaran IPS

“…Penelitian menunjukkan bahwa HOTS siswa Indonesia masih tergolong rendah berdasarkan prestasi. (Noma, Prayitno, 2016). Temuan penelitian (Khusnul & Ferina, 2017) menunjukkan bahwa siswa sekolah dasar pilot project Kurikulum 2013 terkait HOTS mendapat nilai di bawah tingkat kelas, dengan nilai rata-rata 40.…”

Relevansi Penggunaan Metode Ceramah pada Pembelajaran Di Sekolah Dasar Di Era Digital

“…Pemaparan metode ceramah interaktif dapat memberikan gambaran tentang bagaimana tahap-tahap dalam metode ini dan interaksi yang terjadi di dalamnya dapat memenuhi indikator keaktifan belajar berupa semangat mengikuti pembelajaran, berani bertanya, berani menjawab pertanyaan, dan berani mempresentasikan hasil belajar siswa di depan kelas melalui interaksi yang ada. Penggunaan metode ceramah interaktif efektif digunakan sebagai alternatif solusi untuk masalah keaktifan siswa dan mendukung pencapaian tujuan pembelajaran (NOMA et al, 2016). Penerapan penerapan metode ceramah dan dialog dalam pembelajaran PAI dilaksanakan dengan baik.…”

Development of an E-Flipped Classroom Learning Model to Improve Mathematics Students' High Level Thinking Ability

“…4.0. This model addresses the shortcomings of previous learning models that can develop higher-order thinking skills, such as the problem-based learning (PBL) model (Noma et al, 2016;Wiwin et al, 2017), Treffinger model (Sari & Putra, 2015), and project-based learning model (Fitri et al, 2018;Niswara et al, 2019), which generally has a weakness in terms of time. To address the shortcomings of previous learning models in terms of time, the flipped classroom model is the best option because learning materials are studied by students outside of the classroom via online while in class it focuses on how to evaluate learning or how to train students' higher-order thinking skills.…”