Motoric mechanism with problem based learning: impact on students’ higher order thinking skill
DOI:
https://doi.org/10.21009/biosferjpb.v12n2.182-193Keywords:
Biology, HOTS, Motoric Mekanism, PBLAbstract
This study aims to determine the effect of Problem Based Learning (PBL) model on higher-order thinking skills (HOTS) of Eleventh-grade students on motion system material in SMA Negeri 1 Indralaya Utara. The research method used was Quasi-Experimental with the research design of Non-equivalent Control Group Design. The sampling method used was Saturated Sampling Techniques. The instruments of data collection are HOTS test questions in the form of multiple choices with five answer choices in twenty-five questions. Observation instrument of learning implementation used Checklist with twelve observation items. The response instruments of students use questionnaires with a Likert scale. HOTS data were tested using the Mann-Whitney test, and then the learning implementation data and students’ response data were analyzed descriptively. This data processing uses SPSS twenty-three. Based on the results of the hypothesis test, the sig value is 0.00 (sig <0.05), which shows an effect studied was significant. The implementation of learning has Good Category, while the response of students has very good and good categories of the two types of the response of students measured. Based on the hypothesis test results can be concluded that the PBL’s model can significantly influence higher-order thinking skills of Eleventh-grade students on motion system material in SMA Negeri 1 Indralaya Utara.
References
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Astuti, T. A., Nurhayati, N., Ristanto, R. H., & Rusdi, R. (2019). Pembelajaran berbasis masalah biologi pada aspek kognitif: sebuah meta-analisis. JPBIO (Jurnal Pendidikan Biologi), 4(2), 67-74. Retrieved from http://jurnal.stkippersada.ac.id/jurnal/index.php/JBIO/article/view/473.
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Brookhart, S.M. (2010). How to assess higher-order thinking skills in your classroom. Alexandria: Association for Supervision and Curriculum Development.
Butar-Butar, R., Yeni, L.F., & Yokhebed. (2015). Upaya meningkatkan belajar pada materi sistem gerak manusia melalui media biocard di SMP. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 4(7), 1-11. http://jurnal.untan.ac.id/index.php/jpdpb/article/view/10840/10356.
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Copley, P. (2013). The Need to Deliver higher-order skills in the context of marketing in smes. Industry and Higher Education, 27(6), 465–476. Doi: https://doi.org/10.5367/ihe.2013.0181.
Dubas, J. M., & Toledo, S. A. (2016). Taking higher-order thinking seriously: Using Marzano's taxonomy in the economics classroom. International Review of Economics Education, 21, 12–20. Doi: https://doi.org/10.1016/j.iree.2015.10.005.
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Hugerat, M., & Kortam, N. (2014). Improving higher-order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447–454. Doi: https://doi.org/10.12973/eurasia.2014.1107a.
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Ichsan, I. Z., Sigit, D. V., Miarsyah, M., Ali, A., Arif, W. P., & Prayitno, T. A. (2019b). HOTS-AEP: Higher-order thinking skills from elementary to master students in environmental learning. European Journal of Educational Research, 8(4), 935–942. Doi: https://doi.org/10.12973/eu-jer.8.4.935.
Irnaningtyas. (2014). Biologi untuk SMA/MA Kelas XI (Peminatan).Jakarta: Erlangga.
Julistiawaty, R. & Bertha Y. (2013). Keterampilan berfikir level C4, C5,C6 revisi taksonomi bloom siswa Kelas X.3 SMAN 1 semenep pada penerapan model pembelajaran inkuiri pokok bahasan larutan elektrolit dan non elektrolit. UNESA Journal of Chemical Education, 2(2), 37-62. https://jurnalmahasiswa.unesa.ac.id
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Lee, K., & Lai, Y. (2017). Facilitating higher-order thinking with the flipped classroom model: a student teacher’s experience in a Hong Kong secondary school. Research and Practice in Technology Enhanced Learning, 12(8). Doi: https://doi.org/10.1186/s41039-017-0048-6.
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Mahoney, J. W., & Harris-Reeves, B. (2019). The effects of collaborative testing on higher-order thinking: Do the bright get brighter?. Active Learning in Higher Education, 20(1), 25–37. Doi: https://doi.org/10.1177/1469787417723243.
Martono. (2014). Pengaruh Perencanaan Pembelajaran terhadap Peningkatan Kualitas Mengejar Guru di SMP 2 Maros. Skripsi. Makasar: UIN Alauddin Makasar.
Mayasari, R., Adawiyah, R. (2015). Pengaruh model pembelajaran berdasarkan masalah pada pembelajaran biologi terhadap hasil belajar dan keterampilan berpikir tingkat tinggi di SMA. Jurnal Pendidikan Biologi Indonesia, 1(3), 255-262. Doi: https://doi.org/10.22219/jpbi.v1i3.2658.
Muchtadi., Hartono., & Oktaviana, D. (2017). Hubungan aktivitas dan respon terhadap hasil belajar program linier melalui penerapan pembelajaran genius learning pada program studi pendidikan matematika. EduSains: Jurnal Pendidikan Sains dan Matematika, 5(1), 48-55. Doi: https://doi.org/10.23971/eds.v5i1.668.
Murray, J. W. (2014). Higher-order thinking and metacognition in the first-year core-education classroom: a case study in the use of color-coded drafts. Open Review of Educational Research, 1(1), 56–69. Doi: https://doi.org/10.1080/23265507.2014.964297.
Narayanan, S., & Adithan, M. (2015). Analysis of Question Papers in Engineering Courses with Respect to HOTS (Higher Order Thinking Skills). American Journal of Engineering Education, 6(1), 1–10.
Nugroho, R.A. (2018). HOTS (Higher Order Thinking Skills) Kemampuan berpikir tingkat tinggi: Konsep, pembelajaran, dan penilaian penyusunan soal sesuai hots. Jakarta: Grasindo.
Nuriyanti, D.D., Utami, N.R., Supriyanto. (2013). Pengembangan E-learning berbasis moodle sebagai media pembelajaran sistem gerak di SMA. Unnes Journal Biology of Education, 2(3), 342-349. Retrieved from https://journal.unnes.ac.id/sju/index.php/ujbe/article/view/3096.
Permendikbud (2016). Salinan Lampiran Permen-dikbud Nomor 22 Tahun 2016 tentang Standar Kompetensi Lulusan Pendidikan Dasar dan Menengah. Jakarta: Kemendikbud.
Purnamaningrum, A. (2012). Peningkatan kemampuan berpikir kreatif melalui problem based learning (PBL) pada pembelajaran biologi siswa kelas X 10 SMA negeri 3 surakarta tahun pelajaran 2011/2012. Jurnal Pendidikan Biologi, 4(3), 39-51.
Ritter, S. M., & Mostert, N. (2017). Enhancement of creative thinking skills using a cognitive-based creativity training. Journal of Cognitive Enhancement, 1(3), 243–253. Doi: https://doi.org/10.1007/s41465-016-0002-3.
Riyanto, Y. (2010). Paradigma pembelajaran baru pembelajaran sebagai referensi bagi pendidik dalam implementasi pembelajaran yang efektif dan berkualitas. Jakarta: Kencana Prenada Media Group.
Rustaman, N. Y. (2005). Strategi Belajar Mengajar Biologi. Malang: Universitas Negeri Malang.
Sani, R. (2014). Pembelajaran Saintifik untuk Implementasi Kurikulum 2013. Jakarta: Bumi Aksara.
Santoso, E.B. (2014). Pengaruh model pembelajaran search solve create and share dan predict observe explain terhadap hasil belajar biologi peserta didik kelas VIII SMPN 1 gondangrejo karanganyar tahun ajaran 2013-2014. Thesis. Surakarta: FKIP Muhammadiyah Surakarta.
Smith, V. D., & Darvas, J. W. (2017). Encouraging Student Autonomy through Higher Order Thinking Skills. Journal of Instructional Research, 6, 29–34.
Sucipto. (2017). Pengembangan ketrampilan berpikir tingkat tinggi dengan menggunakan strategi metakognitif model pembelajaran problem based learning. Jurnal Pendidikan, 2(1), 63-71. Doi: http://dx.doi.org/10.26740/jp.v2n1.p77-85.
Sudijono, A. (2015). Pengantar evaluasi pendidikan. Jakarta:Raja Grafindo Persada.
Sugiyono. (2016). Metode Penelitian Pendidikan Kuantitatif, kualitatif dan R & D. Bandung: Alfabeta.
Sullivan, R. L & Mclntosh, N. (2001). Delivering Efective Lectures. Baltimore, Maryland: JHIEGO Cooperation.
Sung, H. Y., Hwang, G. J., & Chen, S. F. (2019). Effects of embedding a problem-posing-based learning guiding strategy into interactive e-books on students' learning performance and higher-order thinking tendency. Interactive Learning Environments, 27(3), 389–401. Doi: https://doi.org/10.1080/10494820.2018.1474235.
Suwono, H., Rizkita, L., & Susilo, H. (2015). Peningkatan literasi saintifik siswa SMA selalui pembelajaran biologi berbasis masalah sosiosains. Jurnal Ilmu Pendidikan, 21(2),136-144. http://dx.doi.org/10.17977/jip.v21i2.8367
Syarifah, W.U., Binari, M., & Syahmi, E.. (2006). Pengaruh strategi pembelajaran berbasis masalah terhadap kemampuan berpikir tingkat tinggi (menganalisis, mengevaluasi, mencipta) dan keterampilan proses sains mahasiswa STIPAP LPP Medan. Presenting on Seminar Nasional Biologi dan Pembelajarannya, 23 Augusts 2014, Medan, Indonesia,
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2019-11-17
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Nabilah, S., Anwar, Y., & Riyanto, R. (2019). Motoric mechanism with problem based learning: impact on students’ higher order thinking skill. Biosfer: Jurnal Pendidikan Biologi, 12(2), 182–193. https://doi.org/10.21009/biosferjpb.v12n2.182-193
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The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to Biosfer: Jurnal Pendidikan Biologi (Biosferjpb) and Departement of Biology Education, Universitas Negeri Jakarta as publisher of the journal.
