Using Electronic Learning Cycle (e-LC) to Improve Students’ Higher-Order Thinking Skills (HOTS)

Abstract

The 21st-century learning requires mastery of Higher Order Thinking Skills (HOTS) and digital competence. Field facts show that students' HOTS is low, and their utilization of technology in learning is quite limited. Thus a learning model that integrates technology to improve HOTS is needed. This research aims at comparing the influence of the application of the Electronic Learning Cycle (e-LC) learning model with the conventional learning model on the improvement of students' HOTS. This quasi-experiment research employs a nonequivalent pretest-posttest control group design. The population is the students of Biology Education Study Program, Sebelas Maret University, Indonesia of the academic year 2019/2020. The research's samples are 55 students taken using a simple random sampling technique. The research's instrument is 24 items of HOTS test. The test consists of multiple-choice with four alternative answers. The test instruments are valid and reliable, and the data are analyzed using the t-test. The research results show that the e-LC learning model application has significantly different influence on the improvement of students' HOTS from the conventional model application. Therefore, this research concludes that the use of the e-LC learning model significantly influences HOTS improvement. The e-LC learning model improves students' HOTS better than the conventional learning model. Keywordselectronic learning, 21st-century learning, higher-order thinking skills, transfer of knowledge, learning management system, general biology course I. INTRODUCTION Higher education graduates in the 21 st-century are expected to master some general skills such as critical, systematic, logical, and innovative thinking. Such skills are part of the 21 st-century skills and have characteristics such as working independently and in the group, creative and innovative, critically choosing and sorting information, and having the necessary knowledge to be applied throughout the life (life-long learner)[1]. Therefore, education of any type and level should encourage students to master 21 st-century skills. In learning, students should be engaged in the higher-order thinking process. Thus lecturers should create active learning and help the student understand scientific matters [3]. Higher-order thinking involves various thinking processes to be applied in complicated situations with many variables [4]. HOTS based assessments may improve students' HOTS [5]. Also, HOTS oriented statements may encourage students to think about lessons thoroughly [6].

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