Analysis Of Learning Math Based (HOTS) Through Problem Based Learning Model In Class V SD

This study aims to determine efforts to improve students' HOTS abilities through the Problem Based Learning learning model in social science subject, based on the learning carried out in the previous cycle, there are still a lot of students who have not reached the minimum completeness criteria when answering questions at the HOTS cognitive level. The solution to overcome these problems is using the Problem Based Learning (PBL) learning model. In carrying out this classroom action research, the researchers focused on research that aimed to determine whether there was a change in students' higher-order thinking skills through the application of problem-based learning models, and to find out how much the students' higher-order thinking skills increased using problem-based learning models. This classroom action research was conducted in two cycles of activity with each cycle consisting of two learning meetings. The data collection techniques used in this research are observation and test techniques. Based on the results of the classroom action research that has been carried out, it is concluded that the use of problem-based learning models can be used as an effort to improve participants' Higher Order Thinking Skills (HOTS). students in Social Studies class IX.9 SMP Negeri 2 Singaraja for the 2022/2023 academic year. Based on the results of the data analysis conducted, it is known that after being given action, there was a significant increase in HOTS in students from previously only 46.4% of students increased to 71.4% of students who were at the level of thinking skills. ABSTRAKPenelitian ini bertujuan untuk mengetahui upaya untuk meningkatkan kemampuan HOTS peserta didik melalui model pembelajaran Problem Based Learning pada mata pelajaran IPS. Berdasarkan pembelajaran yang dilakukan siklus sebelumnya, masih banyak peserta didik yang belum mencapai kriteria ketuntasan minimum saat menjawab soal-soal dalam level kognitif HOTS. Solusi untuk mengatasi permasalahan tersebut adalah penggunaan model pembelajaran Problem Based Learning (PBL). Keterlaksanaan penelitian tindakan kelas ini, peneliti memfokuskan penelitian yang bertujuan untuk mengetahui adanya perubahan keterampilan berpikir tingkat tinggi peserta didik melalui penerapan model pembelajaran problem based learning, serta mengetahui seberapa besar peningkatan keterampilan berpikir tingkat tinggi peserta didik dengan menggunakan model pembelajaran problem based learning. Penelitian tindakan kelas ini dilakukan dalam dua siklus kegiatan dengan masing-masing siklus terdiri dari dua pertemuan pembelajaran. Adapun teknik pengumpulan data yang digunakan dalam penelitian ini adalah teknik observasi dan tes. Berdasarkan hasil penelitian tindakan kelas yang telah dilaksanakan diperoleh kesimpulan bahwa pemanfaatan model pembelajaran problem based learning dapat digunakan sebagai salah satu upaya untuk meningkatkan Higher Order Thinking Skills (HOTS) peserta didik pada mata pelajaran IPS kelas IX.9 SMP Negeri 2 Singaraja tahun pelajaran 2022/2023. Berdasarkan hasil analisis data yang dilakukan diketahui bahwa setelah diberikan tindakan terjadi peningkatan HOTS yang cukup signifikan pada peserta didik dari yang sebelumnya hanya 46,4% peserta didik meningkat menjadi 71,4% peserta didik yang berada pada keterampilan berpikir tingkat tinggi.

Higher order thinking skills are skills needed in studying chemistry. Student higher order thinking skills are currently still relatively low, so appropriate learning models are needed to overcome them. This research aimed at finding out the effect of Discovery Learning (DL) model toward student higher order thinking skills on Buffer Solution lesson. This research was conducted to the eleventh-grade students of Chemistry class at the second semester in the Academic Year of 2023/2024 at State Senior High School 2 Tambang. Quantitative method was used in this research with pretest-posttest non-equivalent control group design. The samples consisted of two classes selected by using cluster random sampling technique. The techniques of analyzing data were t-test to find out whether there was an effect of Discovery Learning model toward student higher order thinking skills and determination coefficient test to find out the effect. Based on the research findings, (1) t-test showed that the significant score 0.002 was lower than 0.05, it meant that there was a significant difference between experiment and control groups, the experiment group higher order thinking skills posttest mean was 80.21, and the control group was 72.64, so H0 was rejected and Ha was accepted; (2) determination coefficient test showed that the score of r2 was 0.130, so it could be concluded that DL learning model affected student higher order thinking skills on Buffer Solution lesson 13%.

The higher-order thinking skills and scientific literacy of elementary school students are still low. One way to improve them is by implementing a problem-based learning (PBL) model integrated with ethnoscience. The purpose of this study was to examine the effectiveness of a PBL model integrated with ethnoscience in improving students' higher-order thinking skills and scientific literacy. A quasi experimental pretest-posttest control group design was used, with 115 elementary school students participating in the study. Students were divided into two groups, with one group being taught using the PBL model integrated with ethnoscience and the other group using a conventional model as a comparison.Data were collected using a researcher-developed test that was validated by experts. Data were analyzed using the N-Gain score and MANOVA. Pillai’s Trace assessed multiple outcomes due to heterogeneity of variance-covariance matrices. The Welch test evaluated model effectiveness for higher-order thinking skills because variance homogeneity was unmet. For scientific literacy, a one-way ANOVA was used as all assumptions held. The criterion for accepting the hypothesis was set at a p-value (Sig.) of less than 0.05. The results showed that the N-Gain score for higher-order thinking skills was 0.41, categorized as moderate, and the N-Gain score for students’ scientific literacy was 0.5, also in the moderate category. This suggests that the PBL model integrated with ethnoscience moderately enhances elementary students' higher-order thinking and scientific literacy. This finding was further supported by the p-value obtained in the analysis of the Pillai’s Trace test, Welch’s test, and one-way ANOVA were all 0.000, which is less than 0.05. Consequently, this study recommends the integrated ethnoscience to PBL model as an alternative approach for elementary school teachers to enhance students’ higher-order thinking skills and scientific literacy.

The implementation of Education for Sustainable Development (ESD) requires students to have higher order thinking skills (HOTs), which remain challenging for many Indonesian students. One key component of HOT is mathematical communication skills, which can be improved through the Problem-Based Learning (PBL) model. From an Islamic perspective, Sedekah (Sedekah) represents an act of giving that aligns with the Sustainable Development Goal (SDG) 1 objective of poverty alleviation. This study aims to determine the differences in enhancing mathematical communication skills and students' awareness of No-Poverty through PBL learning in the context of Sedekah in Islamic and Regular Schools. This study employed a quantitative approach and a quasi-experimental research design. The population was all students in one Regular School, Banda Aceh and one Islamic School, Aceh Besar, Aceh, Indonesia. This sample included 56 students in an experimental class and 56 in a control class. The instruments in this study were a mathematical communication skill test and a questionnaire assessing students' awareness of No-Poverty. The hypothesis was tested using MANOVA, the Independent t-test, and the two-way ANOVA. The effect size of PBL learning was determined based on the Cohen-d effect size calculation. The findings reveal a significant difference in the improvement of mathematical communication skills and awareness of poverty alleviation between students in regular and Islamic schools. However, no interaction was found between the PBL model contextualized in sedekah and students' educational levels regarding mathematical communication skills and awareness of poverty alleviation. These results suggest that the PBL model effectively enhances students' mathematical communication skills and awareness of poverty alleviation.

Contextual Teaching and Learning (CTL), a learning approach which connects learning materials with real life applications within the context of students’ lives, encourages students to find the meaning of what they have learned on their own and the lecturer only act as a guide or facilitator, so the students are motivated to think critically. This study aims to describe the implementation of CTL approach to enhance students’ higher order thinking skill (HOTS) in writing ability of STKIP PGRI Sidoarjo, which has been found in preliminary observations to be lacking in this aspect. This quantitative research uses a quasi-experimental design through a pretest-posttest pattern. The research sample was 22 students of 2021 A class (Experimental Class) and 23 students of 2021 B class (Control Class). The data were collected through observation, test, and questionnaires. The higher order thinking skill includes: understanding problems (24,20%), making assumptions (28,17%), explaining in depth (25,13%), solving problems (23,25 %), and making conclusions (20,63%). From the table of t-test results, the results (α) = 0.004. It can be stated that (α) < 0.05, so it can be concluded that there is a significant difference in the students' higher order thinking skill in writing ability by using contextual teaching and learning approach. The findings revealed that the contextual teaching and learning approach was successful to enhance students’ higher order thinking skill in writing ability. Moreover, it is recommended that CTL and higher order thinking skill have significant influence toward writing ability.

The world of education has challenges to improve superior and quality human resources by building 21st century skills which include 1) creative thinking, 2) critical thinking and problem solving, 3) communication, and 4) collaboration. One of the skills that must be developed in every implementation of learning activities is higher order thinking skills (HOTS). This study aims to describe the effect of the student's Problem Based Learning (PBL) model in social studies learning on students' higher-order thinking skills. The type of research used in this study is a literature study method with a qualitative approach. Data collection techniques by collecting as much information as possible from various literature sources related to Problem Based Learning and higher order thinking skills or HOTS. The results of the study indicate that there is an effect of the PBL model in making students active, independent, and able to think at higher levels. In the Problem Based Learning (PBL) model, students are taught to apply new knowledge to solve problems, so that students become critical, independent and creative thinking.

The purpose of this literature studies is to gain knowledge in designing straight line equation material in middle school oriented to higher order thinking skills. The theory used in this study is constructivism in mathematics learning and the concept of higher order thinking skills. The presentation design of straight line equation material is designed through a presentation in the form of four problem situations are gradient, straight line equations, characteristics of straight line equations and applications of straight line equations. The four problem situations, based on theoretical studies, can be said to have fulfilled the three basic principles in constructing mathematical knowledge and three aspects of higher order thinking skills. The three basic principles in constructing mathematical knowledge are active student construction of mathematical knowledge, students construct new mathematical knowledge from the results of a physical and mental reflection and mathematical knowledge is formed by students through discussion and dialogue in their social learning environment. The three aspects of higher order thinking skills are deep understanding, reasoning and problem solving. The results of this literature studies can be concluded that the presentation design of straight line equations material in middle school in this study can be said to be oriented to higher order thinking skills. This is because theoretically able to generate activities that are oriented towards higher-order thinking skills, so that there is a great opportunity to equip students with the thoughts needed to form quality human resources in the 21st century.

This study aims to investigate the analysis of the implementation of multi techniques based learning media in improving the elementary school students’ higher order thinking skill in solving exponential problem. This is caused by the lesson plans cannot motivate students to improve higher order thinking skills. The method used in this study is a mixed method which is a combination of quantitative and qualitative methods. The research subjects were the fifth grade students of elementary school consisting of 25 students of experimental class and 24 students of the control class. The instruments of this research are an interview, a questionnaire, observation, and documentation. Quantitative method is applied to analyze the difference of student achievement result among two classes, while the qualitative method is applied to analyze the students' higher order thinking skills. The results show that there are significant differences between the two classes that applied multi techniques based learning and conventional learning. The statistical result indicates that the (2-tailed) significance of the independent sample t-test in the pre-test was 0.000 or α ≤ 0.05. It implies that the implementation of multi techniques media affects the students' higher order thinking skill in solving exponential problem.

Education is expected to produce graduates who can compete and have 21st-century skills. The low ranking of Indonesian students from the results of PISA and TIMMS proves that learning is still not optimal for developing Higher-Order Thinking Skills (HOTS). This study aims to determine the influence of the Problem-Based Learning (PBL) model on HOTS in science learning for grade V elementary school students. This study uses a pretest-posttest design and is a type of quasi-experimental research. The research subjects were grade V students. Cognitive problems function to measure students' (cognitive) knowledge starting from C4 (analysing), C5 (evaluating), and C6 (creating). Meanwhile, observation sheets are used to see the process of critical thinking, creative thinking, reasoning, and decision-making skills in learning activities. The data analysis technique uses descriptive analysis techniques and t-test inferential statistical analysis techniques. The findings from the test results showed that there was a significant difference between the HOTS learning outcomes given in HOTS using PBL and students who did not use PBL. In line with the test results, the findings of the observation results also show that the HOTS ability in students who use PBL is higher than the HOTS ability in students who do not use PBL. This study provides strong empirical evidence that the PBL model can be an effective strategy to improve students' HOTS abilities.

Concept attainment is a method of learning a new concept by contrasting and comparing certain aspects of the concept. In order to effectively use higher order thinking skills to improve the performance, there was a dire need for teachers to re-evaluate their teaching strategies and lay more responsibility on prospective teachers to learn and understand concepts of research. The researcher studied the effect of concept attainment model (CAM) based teaching on prospective teachers’ higher order thinking skills. The objective of the study was to examine the effect of concept attainment model (CAM) based teaching on prospective teachers’ higher order thinking skills. The investigation was quantitative in nature. The researcher used a quasi-experimental approach with non-equivalent control groups design. The subject of this study were all prospective teachers of Master of Education, two year programme. There were 30 participants in each intact group. The researcher first developed a table of specification then multiple choice questions (MCQs) test based on higher order thinking. There were 30 items present in the achievement test. After data collection from 16 weeks of intervention, the researcher used the paired sample t-test and independent samples t-test to examine the data gathered from pre-tests and post-tests pertaining to CAM and conventional methods. The results indicated that the achievement level of higher order thinking skills of the prospective teachers who received Concept Attainment Model (CAM) based teaching was higher than those who received conventional instruction methods.

Developing Higher Order Thinking Skills and Team Commitment via Group Problem Solving: A Bridge to the Real World

To enhance students' critical thinking abilities, it is essential to adopt an interactive learning model where students actively participate, and the instructor acts as a facilitator. This can be achieved through the implementation of the Problem-Based Learning (PBL) model in the teaching and learning process. This study aimed to evaluate the improvement of learning outcomes and critical thinking skills through the application of the PBL model among students. Conducted as classroom action research, it involved 40 students from Yogyakarta State University. The research comprised two cycles, each consisting of two sessions. Instruments used included observation sheets for learning implementation, critical thinking assessment sheets, and tests. Data analysis was performed quantitatively using descriptive analysis methods. The findings revealed that (1) the learning process was effectively implemented, with observation data from both cycles rated as good, with a mode of 4 (good); (2) students' learning outcomes improved, with the average post-test scores increasing from 70.85 in Cycle 1 to 80.63 in Cycle 2; (3) students' critical thinking skills also enhanced, with the average score rising from 68.54 in Cycle 1 to 82.08 in Cycle 2. The conclusion of this study is that implementing PBL in the learning process can significantly enhance both critical thinking and learning outcomes. The research implies that teachers' professional competence can be developed through the application of PBL. It is recommended that teachers integrate the PBL model into their teaching practices to foster students' higher-order thinking skills, such as critical thinking, creativity, and scientific reasoning abilities.

Please Many studies have described meta-analysis on the overall effect of e-learning influence in learning. However, there has been no meta-analysis of the overall effect of STEM-based e-learning on Higher Order Thinking Skills (HOTS). The purpose of this study investigates the effect of STEM-based e-learning on students' critical thinking skills in Indonesia. This type of research is a Systematic Literature Review (SL) and meta-analysis. Data sources came from 12 national and international journals published in 2018-2023. The process of searching for data sources through Google Scholar, ScienceDirect, Wiley, Eric, and Springer. Data analysis used the Hedge formula to calculate effect size with the help of the JSAP application. The findings show that the effect size value (ES = 0.84) is very high. This explains that STEM-based e-learning provides a very high positive impact and is effective in improving students' Higher Order Thinking Skills (HOTS). Furthermore, HOTS characteristics do not cause heterogeneity in the results of STEM-based e-learning research on students' Higher Order Thinking Skills. The findings suggest that educators should choose STEM-based e-learning as one of the learning models to improve students' Higher Order Thinking skills in Indonesia

This article presents a concrete strategy for the teaching of aesthetics: Problem-based learning (PBL). More than an isolated activity, PBL is both a curricular organizer and an instructional method that develops students' higher order thinking skills as they investigate ill-defined problems drawn from real-life situations. The article begins with an example of aesthetics as implicit content in an upper elementary grade art lesson followed by an introduction to PBL, including its history and theoretical foundations. The challenges of implementing a PBL unit using an example of PBL in an elementary school setting is explored. The article concludes with an illustration of how PBL can be applied to teaching aesthetics as an explicit part of the art curriculum. Aesthetic philosophies are implicit in what teachers do as they guide students in the creation and appreciation of art (Anderson & McRorie, 1997; Parsons, 1994; Stewart, 1994). For example, a teacher's selection of a particular kind of art to discuss art with students draws on a specific theory on art-whether it is canonized by a Western European aesthetic philosophy or, taking a pluralist view, is drawn from diverse cultures (Hamblen & Galanes, 1997). In discussing these works, the method of criticism employed by the teacher, such as Broudy's (1988) aesthetic scanning technique or the Visual Thinking Strategies (VTS) (Housen, 2001; Yenawine, 1998), also presents a specific philosophy about the nature of art (formalism, in the cases of Broudy and VTS). By not discussing the tacit assumptions about what constitutes art inherent in particluar approaches, students miss the opportunity to grapple with definitional issues or to consider the various roles art has played in different cultures throughout history. If we expect students to have a substantive understanding of art and its contribution to human experience, it is not sufficient for aesthetic philosophies to remain implicit in an art teacher's curriculum. Aesthetic content needs to be made explicit, by highlighting philosophical issues or theories as they arise naturally in a preexisting unit or, preferably, by implementing more concrete strategies. In this article, I will present a concrete strategy for the teaching of aesthetics: Problem-based learning (PBL). More than an isolated activity, problem-based learning is both a curricular organizer and an instructional method that develops students' higher order thinking skills as they investigate ill-defined problems drawn from real-life situations. In the most successful applications of PBL, students are challenged to think deeply about complex situations.1 Like any method or theory, however, its effectiveness depends on the way it is applied.

Narwianta, Nanang. (2019). The Evaluation of Higher Order Thinking Skills in English School Nationally Standardized Examination at State Senior High School 6 Semarang. Thesis, English Language Education Pascasarjana Universitas Negeri Semarang. Supervisor I. Dr. Dwi Anggani Linggar Bharati, M.Pd. Supervisor II. Prof. Dr. Dwi Rukmini, M.Pd Keywords: Evaluation, HOTS, English Nationally Standardized Examination The English school nationally standardized examination as an assessment of the learning outcomes conduct by educational unit is designed to measure the student`s achievement competencies, to determine student`s graduation from the school, it is very significant to conduct test items evaluation since it gives a clear portrait of the quality of the items and the test as a whole. The purpose of this study was to explain the realization of higher order thinking skills reflected in English school nationally standardized examination at state senior high school 6 Semarang academic year of 2018/2019. Then this research evaluate whether the items in English school nationally standardized examination met the requirement of content validity, reliability and practicality. The researcher use the mixed method using analysis card to analyze the realization of higher order thinking skills in English school nationally standardized examination. The content validity analyze through matching method between the basic competensies and the question in paper test.While to ensure the reliability of higher order thinking skills in English school nationally standardized examination, use the KR-21 for multiple choice test items and alpha cronbach for essay test items. And the practiality obtained through checklist instrument. The results indicated that HOTS realized in listening, reading, and writing questions. The listening in the form of spoken written, because it is to test listening simultaneously with speaking. There are one listening question categorized into HOTS of analyzing level, in reading the questions belonging to HOTS reach 8 questions that consist of 5 questions of analyzing level and 3 questions of evaluating level. Meanwhile, there is one question of HOTS into creating level in writing questions. The results also showed the proportion of HOTS comprised 22,22% met the requirement from BNSP that stated in academic year 2018/2019 there is approximately 10-15% of higher order thinking skills test items. Meanwhile, the content validity of the questions is high, and then the reliability of those test items categorized as unreliable and the practicality meet the requirements of the practical test items. Accordingly, this finding reveals that there is still much room for the variation of HOTS levels implemented all skills in English school nationally standardized examination. In the light of these result, this study recommends modifying the proportion of HOTS in four skills by providing them with more representation of the content validity.