The development of harmonic oscillation e-module based on problem based learning (pbl) for helping improvement of students’ higher order thinking skills (hots)

Abstract

This study aims to develop a harmonic oscillation e-module based on pbl for helping hots improvement of senior high school students at SMA N 23 Jakarta. The ADDIE Model of research and development was applied in developing such e-module prior to measure improvement of students’ hots. The validation results of experts indicated the values of 78.1%, 77.7% and 93.8% for media, learning model and content, respectively. The trial result of teachers and a small and big groups of students respectively indicated an average score of 93.95% and 95.1% and 86.5% for all aspects of content eligibility, presentation, language and graphical eligibilities. Furthermore, The tgain test calculation shown that the tgain count (2.58) was bigger than tgain table (1.67) with 5% significance level. The analyzed result indicated that the improvement of hots of students which was taught with the pbl based e-module was better than those who utilized the non pbl based e-module of the harmonic oscillation. Whiles, the result of d’Cohen test indicated that the developed e-module was very decent to be utilized as learning media with contribution category of medium (based on d’Cohen test result of 0.64) for improving hots of senior high school students.

Classical Test Theory: Measurement for Fashion Design Double Track High School Program

“…2) If 𝑟11 is less than 0.70, then the test results that are being tested for reliability are declared not to have high reliability. To interpret the item difficulty index, the classification is used, namely: 1) Problems with P 0.00 to 0.29 are difficult questions, 2) Problems with P 0.30 to 0.69 are medium questions, 3) Problems with P 0.70 to 1.00 are easy questions (Fatimah et al, 2020;Nadhifah & Jauhariyah, 2021;Rustana et al, 2021;Sari & Oktavia, 2023). Questions that are considered good are questions that are in the medium category, namely questions that have a difficulty index of 0.30 to 0.69 (Journal, 2013;Pargito, 2021;Rahmah et al, 2020).…”

Pengembangan Instrumen Penilaian Matematika Berbasis Hots Pada Calon Guru Sekolah Dasar

“…Selain itu, kemampuan berpikir kritis dan kreatif juga termasuk HOTS (Husamah, Fatmawati, & Setyawan, 2018;Yusuf et al 2020) dan pemecahan masalah (Friyatmi, Mardapi, & Haryanto, 2020;Priyaadharshini & Sundaram, 2018;Yang, 2015). Dasar pengkategorian meliputi berpikir kritis, berpikir kreatif, berpikir metakognitif dan mengambil keputusan (Kosasih, 2022;Parlan, 2021;Rustana, 2021;Siregar, 2021). Berdasarkan pendapat beberapa ahli di atas, dalam penelitian ini representasi HOTS terdiri dari 3 aspek, yaitu menganalisis, mengevaluasi, dan mencipta.…”

Analisis Karakter Tanggung Jawab Ditinjau dari Kemampuan Awal Pemecahan Masalah melalui Problem Based Learning

“…Salah satu model pembelajaran yang dapat digunakan untuk meningkatkan kemampuan berpikir tingkat tinggi mahasiswa adalah model pembelajaran Problem Based Learning Kamid & Sinabang, 2020;Rustana et al, 2021;Sujatmika et al, 2019). Model pembelajaran Problem Based Learning atau pembelajaran berbasis masalah digunakan sebagai strategi untuk belajar berdasarkan masalah dalam kehidupan sehari-hari serta memberikan tanggung jawab kepada siswa untuk bekerja secara kolaboratif dan meningkatkan kemampuan pemecahan masalah siswa (Aini et al, 2019;Fatokun & Fatokun, 2013;Gunantara et al, 2014;Khasanah, 2018;Puspitawedana & Jailani, 2016).…”