The Effectiveness of E-Module on Buffer Solutions to Improve Students' Higher-Order Thinking Skills and Self-Regulated Learning

This research aims to find out: 1) The learning model that produces better mathematical reasoning ability of students, between the Learning Cycle 7E assisted by labyrinth board game and putar bawah game or direct instruction; 2) The level of students' Self-Regulated Learning that produces bettermathematical reasoning skills, between high, moderate, or low levels of Self-Regulated Learning, ; 3) The interaction learning models and students' Self-Regulated Learning. This research is a quasi experimental research with the subject were VIII grade students of JHS 5 Surakarta in the academicyear 2022/2023 school year. The samples use two classes taken by cluster random sampling. Data collection technique were used documentation, tests, and questionnaires. The data analysis technique used a two-way variance analysis 2×3 unequal cells. The results of the analysis showed that: 1) Learning Cycle 7E learning model assisted by labyrinth board game and putar bawah game resulted is better mathematical reasoning ability than direct instruction; 2) Students with high self-regulated learning had better mathematical reasoning ability than low self-regulated learning; 3) There is no interaction between the learning model and students self-regulated learning.

Communication skills self-regulated learning mathematics are needed. Mathematical communication is a higher-order thinking skill about math ideas, either oral or written. Meanwhile, self-regulated learning is one's ability to manage oneself in learning, can measure the level of achievement, and determine follow-up if it increases failure. In fact, communication skills and self-regulated learning mathematics of the students are still low. One effort to improve the students' communication skills and self-regulated learning is by using the guided discovery method in the mathematics learning process. The purpose of this study is to describe the improvement of communication and self-regulated learning of students' mathematics learning by using the guided discovery method in learning mathematics. This research is a kind of classroom action research. The subjects of the study were students of class X. IS3 of SMA Negeri 2 Sungai Limau, Sungai Limau District. The technique of collecting data through observation, tests, field notes, and documentation. Data analysis techniques include data reduction, data presentation and conclusions. The results showed an increase in communication skills seen from: the average communication skills of participants reached 60, in the first cycle increased up to 65.30, and in the second cycle also increased up to 70.50. While the increase in mathematics self-regulated learning of the participants can be seen from: the average level of mathematics self-regulated learning of students in class X. IS.3, which early only 65.9% in the sufficient category, in the first cycle it rise up to 69.8% still in the sufficient category, and in the second cycle rise up to 74.35% with a good category. Based on the description above, concluded that the application of guided discovery methods improves the students' communication skills and self-regulated learning in mathematics.

ABSTRACTThe aims of the study are to determine the application of higher order thinking skills and student self-regulated learning in the General Biology Course, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan. This research was conducted in the departments of Mathematics, Physics, Biology, Chemistry, Science and Computer Science. Sampling was done by random sampling, by taking 6 classes from different majors. The type of this research is descriptive-quantitative research. The number of higher order thinking skills tests was 15 items and self-regulated learning tests were 40 items. The test is validated first before being used as a research instrument, followed by a validity test of the instrument, a reliability test, a test of the level of difficulty and distinguishing power. The results showed that the application of students' higher-order thinking skills in the General Biology course at the Faculty of Mathematics and Natural Sciences was still in the low category. This can be seen from the results of the Mathematics Education class B, as much as 3% is in the perfect category, 28% is in the very good category, 7% is in the good category, and 60% is in the low category. In Physics Education class A, 38% are in the Perfect category, 38% are in the very good category, and 23% are in the low category. In the Biology A education class, 30% are in the perfect category, 5% are in the good category, and 65% are in the low category. In the Non-educational Chemistry class A, 28% were in the Perfect category, 17% were in the very good category, and 50% were in the low category. In IPA B class, 14% are in the perfect category, 28% are in the very good category, and 57% are in the low category. In computer science class C, 17% are in the perfect category, 33% are in the good category, and 50% are in the low category. Meanwhile, Self-Regulated Learning for Students of the Faculty of Mathematics and Natural Sciences in the General Biology course is included in good categories, this is because the application of the KKNI curriculum accustoms students to be able to study independently through the assignment of six compulsory assignments for students. Keyword: higher order thinking skills, self regulated learning, general biology.

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%.

본 연구의 목적은 일반가정 학생, 국제결혼가정 학생, 외국인가정 학생의 자기 조절학습능력을 비교하고 가정유형에 따른 자기조절학습능력의 차이와 성별과 학년이 자기조절학습능력에 미치는 효과를 살펴보는데 있다. 본 연구의 연구대상자는 일반가정 학생 105명, 국제결혼가정 학생 86명, 외국인가정 학생 43명, 총 234명의 학생들로 구성되었고 이들에게 다문화가정 초등학생의 수준에 맞도록 수정된 자기조절학습능력 검사를 실시하였다. 연구결과는 다음과 같다. 첫째, 자기조절학습능력은 일반가정 학생, 국제결혼가정 학생, 외국인가정 학생 순으로 높게 나타났고 일반가정 학생의 자기조절학습능력은 외국인가정 학생과 비교해 유의하게 높게 나타났다. 둘째, 일반가정 학생, 국제결혼가정 학생, 외국인가정 학생, 모두 여학생의 자기조절학습능력이 남학생과 비교해 높았지만 성별에 따른 주효과는 일반가정 학생의 경우에만 나타났고 학년에 따른 주효과도 일반가정 학생의 경우에만 나타났다. 셋째, 성별과 학년에 따른 상호작용 효과는 일반가정 학생, 국제결혼가정 학생, 외국인가정 학생 모두에서 나타나지 않았다. 그러나 가정 유형에 따라 학년에 따른 자기조절학습능력의 변화양상은 다르게 나타났다. 이러한 결과를 바탕으로 자기조절학습능력을 다문화가정 학생의 학습문제 진단과 학습향상에 적용하는 것에 대해 논의하였고 이에 따른 후속연구를 제안하였다.This study examined the differences in self-regulated learning of students from Korean families, international marriage families, and foreign families, and the effects of sex and grades. The subjects of this study consist of 105 students from Korean families, 86 from international marriage families, and 43 students from foreign families, a total of 234 students. The results are as follows. First, self-regulated learning of students were high in the following order, those from Korean families, international marriage families, foreign families. Second, self-regulated learning of female students were higher than those of male students regardless of the types of families, but the main effect of sex was on only Korean families. Third, the main effect of grade was on Korean families, and self-regulated learning of students were varying depending on their grades and the trends of variation were different depending on the types of families. This study reveals the differences in self-regulated learning of students from Korean families, international marriage families, and foreign families, and it suggests that self-regulated learning of students of multicultural families can be used to diagnose their learning and applied to develop learning programs for students of multicultural families.

This study is a survey research with a cross sectional survey design, which aims to describe the ability of junior high school mathematics teachers in writing HOTS items. The population of this study was junior high school mathematics teachers in Sleman Regency, while the sample was 21 teachers determined by non-stratified random sampling. The sample teachers came from 11 schools totaling 21 teachers. Each teacher created three HOTS items along with their grids. The question items made by the sample teachers were descriptive questions. The question items that had been prepared were then reviewed by two mathematics teachers from leading junior high schools in Yogyakarta. The next stage after validation is the trial. The number of respondents used was 263 students for testing teacher-made questions, namely 127 students in class VIII and 136 students in class VII. The results showed that the quality of the questions produced by the teacher based on the reliability estimation results obtained an estimate of 0.635 for class VII and 0.416 for class VIII. Likewise, the resulting differentiating power is less than 50% of the questions made by teachers who have differentiating power in the good, good, and very good categories. Factors that cause this include the lack of experience of teachers in writing HOTS questions. This is a special note to familiarize teachers with using HOTS questions in daily tests, UTS, and UAS proportionally so that the experience and ability of teachers to write HOTS questions increases.

The aims of the study are to know the advantage of achievement test in learning physics developed by utilizing item specifications and the ability distribution of tenth grade students at senior high school in Yogyakarta. The benefits of the research are to prepare test items, provide guidelines for teachers in writing quality items and produce learning achievement test that can be used on School Exams. This research is developmental research used the model suggested by OriondoDallo-Antonio. The subjects were tenth grade students. The limited test was tried out to 354 students in school with categories of high, medium and low. The wide scale test was tried out to 644 students on package A and package B. Item analysis was conducted by using qualitative and quantitative analysis. This research shows developed test in physics by utilizing item specifications had the advantage in producing more equate test the ability distributions of tenth grade students at senior high school in Yogyakarta were mostly at the average category.

The increasing use of Information Communication and Technology (ICT) in foreign language education has completely transformed reading, and reading online texts requires new approaches. Reading proficiency is crucial for English as a Foreign Language (EFL) learners, as it is the primary ability that allows them to flourish academically and make rapid progress in other aspects of language acquisition. This study aimed to investigate the effect of synchronous online reading on self-regulated learning through Higher Order Thinking Skills (HOTS) and digital literacy. The quantitative method used an analytical study with a survey research design. The study included a total of 436 cadets of Politeknik Ilmu Pelayaran from Eastern Indonesia. A survey administered via the internet was dynamically designed to assess cadets' perception with synchronous online reading. Structural equation modeling, specifically route analyses, was used to determine the most suitable model for synchronous online reading. Data was analyzed by using SEM-PLS-based multivariate approaches. The study's results found that 1) Synchronous online reading had an impact on cadets' HOTS. 2) there was an impact of synchronous online reading on cadets' digital literacy. 3) there was an impact of cadets' HOTS on self-regulated learning. 4) there was an impact of cadets’ digital literacy on self-regulated learning. It can be concluded that synchronous online reading and digital literacy are important for developing cadets' higher-order thinking skills and self-regulated learning capabilities in Southen Sulawesi, Indonesia.

The 5E Learning Cycle model has emerged as one of the most effective constructivist approaches for enhancing students’ engagement and conceptual understanding in science learning. This study aims to comprehensively review the application and impact of the 5E Learning Cycle model on various aspects of learning in primary and secondary education. A systematic analysis was conducted on twenty peer-reviewed articles published between 2017 and 2025 to identify how this model influences cognitive, affective, and psychomotor learning outcomes. The review focuses on the effects of the 5E model on students’ science process skills, science literacy, higher-order thinking skills, problem-solving abilities, and character development. Findings reveal that the implementation of the 5E Learning Cycle, which consists of the stages of Engagement, Exploration, Explanation, Elaboration, and Evaluation, successfully creates active, constructive, and meaningful learning experiences. The model’s consistent application improves learning motivation, scientific attitudes, and conceptual mastery, with reported N-Gain values ranging from 0.37 to 0.69, indicating moderate to high improvement levels. Integrating the 5E model with learning strategies such as mind mapping, STEM-based worksheets, Quizwhizzer, and educational media further enhances its effectiveness in promoting science literacy and critical thinking. Although most studies emphasize short-term outcomes, overall findings confirm that the 5E Learning Cycle is a relevant and adaptive approach for addressing 21st-century learning challenges by fostering active engagement, deep understanding, and holistic character formation.

This research aims to identify the content of Higher Order Thinking Skills(HOTS) in the final assessment of semester 1 at SMP IT Tahfizh Al FatihPekanbaru. This research uses a qualitative descriptive approach with contentanalysis methods. The data analysis technique used is the Miles and Hubermanmodel which includes four stages, namely data collection, data reduction, datapresentation and drawing conclusions. The results of the research that havebeen described, conclude that 1) the details of the content containing HigherOrder Thinking Skills (HOTS) in the final assessment of semester 1 at SMP ITTahfizh Al Fatih consist of a combination of various cognitive levels, 2) Theamount of Higher Order Thinking Skills (HOTS) content ) in the finalassessment of semester 1 at SMP IT Tahfizh Al Fatih consisting of 27% LOTScontent and 73% HOTS content. ABSTRAK Penelitian ini bertujuan untuk mengidentifikasi muatan Higher Order Thinking Skill (HOTS) dalam penilaian akhir semester 1 di SMP IT Tahfizh Al Fatih Pekanbaru . Penelitian ini menggunakan pendekatan deskripstif kualitatif dengan metode analisis isi. Teknik analisis data yang digunakan adalah model Miles dan Huberman yang meliputi empat tahap, yaitu pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian yang telah diuraikan, disimpulkan bahwa 1) rincian konten yang memuat Higher Order Thinking Skills (HOTS) dalam penilaian akhir semester 1 di SMP IT Tahfizh Al Fatih terdiri dari kombinasi level kognitif yang beragam, 2) Jumlah konten Higher Order Thinking Skills (HOTS) dalam penilaian akhir semester 1 di SMP IT Tahfizh Al Fatih terdiri dari 27% muatan LOTS dan 73% muatan HOTS.

This study aimed; 1) to investigate student responses toward the use of android-based media assisted by Smart Apps Creator for mathematics learning; 2) to investigate student self-regulated learning level; 3) to find out whether there was an effect using Android-based mathematics learning media assisted by Smart Apps Creator on student self-regulated learning. The study used an experimental method One-Shot Case research design. This study took the population of second-semester students in the Department of Management. The research samples were 2B MAN students chosen by random cluster sampling. The study showed that the percentage of average student responses to Android-based learning media assisted by Smart Apps Creator was very high, 88.08% and students' self-regulated learning was in a high category at 75.87%. The hypothesis test results indicated an effect of using Android-based mathematics learning media assisted by Smart Apps Creator on student self-regulated learning. The number of using android-based mathematics learning media on student self-regulated learning was 18.2%, the rest by other variables in this study. The researchers found the result of their research and concluded: 1) the average of student responses to the use of Android-based learning media assisted by Smart Apps Creator was 88.08% which is categorized powerful ad category; 2) the average of students’ self-regulated learning was 75.87% described as a strong category; 3) The results of hypothesis test showed there was an effect of using Android-based Mathematics learning media assisted by Smart Apps Creator on student self-regulated learning.

One of the BK's teacher roles at school is optimize the learning result of student. Self regulated learning (SRL) and locus of control (LOC) are the factors that greatly influencethe learning result of student. This research is based on inconsistency research innovating about SRL and LOC ofmen and women from all kind of the cultures in Indonesia. The goals of this research are: (1) to describe SRL and LOC (2) to examine the differences of SRL and LOC of the students based on sex and cultural background.This research is quantitative descriptive and comparative. The populations are student at SMAN 1 Batusangkarand at SMAN 1 Balige(2015-2016). The sample were taken by using random sampling technique, the total of the sample is 350 students. Data were analyzed by percentage and MANOVAtechnique.The result of this research show that (1) SRL are quite good and LOC is belong to internalization (2) there is no significant difference of students who have Minangkabau and Batak , there are significant difference on SRL of male and female students in Minangkabau, and LOC there is not difference, there are significant differences in SRL of male and female students in Batak, and LOC is no difference, there are no significant differences on men and women in Minangkabau and Batak . The implications of the results of this research can be used as input to create a program of guidance and counseling services, especially in the development of learning.

The ability of students to solve problems is still low; therefore, a Higher Order Thinking Skills (HOTS)-based evaluation instrument through media is needed. This study aims to produce an evaluation instrument based on HOTS using Wondershare Quiz Creator (WQC) implemented to a valid ionic balance and pH buffer solution subject according to material and media experts. This research uses research and development (R&D) with the Plomp model. Besides, the research subjects are three teachers and 30 students in 11th grade from SMAN 8 Pekanbaru, SMAN 2 Pekanbaru, and MAN 1 Pekanbaru. Literature studies and field studies were carried out as the data collection techniques. The research data is obtained from the validation results of two material validators, two media validators, and user trials. The validation result to material validators has obtained the average based on the material aspect 96.00%, construction aspect 93.10%, and language aspect 99.00%. According to media validators, based on the content aspect 90.00%, learning design 84.00%, display (visual communication) 85.00%, and software utilization 95.71%. The analysis of the questions showed that ten questions were valid, had very high reliability, a medium difficulty level of five questions, and a difficult category of five questions and had good distinguishing power. User response scores are 88.00% by teachers and 95.23% by students with very good criteria.

This study addresses the insufficiency of teaching materials in the learning process and its negative impact on students' comprehension of provided material. To alleviate this issue, student worksheets based on Learning Cycle 5E were developed to be used as a learning resource for 10th-grade students studying stoichiometry at State Senior High School (SMAN) 1 X Koto Singkarak. The aim of this research was to create a valid and practical Student worksheet based on Learning Cycle 5E. Development research with the 4-D development model (define, design, development, and disseminate) was employed, with the first three stages executed. The define stage was conducted to identify the school's conditions and problems, while the design stage was used to create the initial student worksheet based on Learning Cycle 5E for stoichiometry material. The develop stage was carried out to refine the worksheet. Data were gathered using validation sheets and practicality questionnaires filled out by two chemistry lecturers, one chemistry teacher, and 10th-grade students of SMAN 1 X Koto Singkarak. Data analysis was conducted using a quantitative descriptive method. Results indicated that the Student worksheet based on Learning Cycle 5E met the valid criteria with a validation score of 91.37% and the practical criteria with a student response questionnaire score of 82.09%. Thus, the worksheet can be used as a learning resource.

This research was aimed at evaluating the HOTS of the students after implementing the blended learning model. This research was a quasi-experimental type of pre-test post-test control group design. The purposive sampling technique was used to determine 2 research samples, namely biology education class as an experimental class taught using blended learning and mathematics education class as a control one. The purposive sampling technique was used to determine 2 research samples. The instrument used in this study was HOTS which consisted of 24 multiple choice items that had met validity and reliability criteria. The data of students’ HOTS was obtained from pre-test and post-test scores. The analysis technique was in the form of gain and effect size test as well as prerequisite test and hypothesis testing. The analysis results showed differences in the experimental class average post-test scores were 66.52 ± SD 17.69 and the control class was 42.01 ± SD 22.55, the experimental class gain score was 0.58 (medium) and the control class was 0.24 (low) and the experimental class effect size was 2.39 (high) and the control class was 0.53 (medium). The result of normality and homogeneity test of HOTS data showed normal and homogeneous results so that it could be proceed with hypothesis testing through t test. The result of the t-test analysis with a significant value (2 tailed) was 0.00 less than 0.05 or there were significant differences. It can be inferred that HOTS taught by students through blended learning is better than conventional models.