Abstract
This study aims to describe the effectiveness of the problem-based learning model with a scientific approach to improve higher order thinking skills. The type of research used in this study was quasi-experimental with pre-test and post-test group design. The study was conducted by using one control class and one experimental class. The study was conducted on vocational students with a sample of 64 students consisting of 32 students in experimental class and 32 students in control class. The essay test was used as an instrument for retrieving data. Descriptive analysis and t-test were used to do data analysis. The descriptive test results showed that the average score of HOTS in the control class and experimental class had increased. The results of the t-test showed that there was a significant difference in the score of the pre-test and the post-test in the experimental class, whereas the control class had no significant difference. The conclusion of the results of the study shows that there was a difference between the improvement of higher order thinking skills using conventional models and PBLS models. The PBLS model was able to improve students' Higher Order Thinking Skills.
Highlights
The results of field observations on accounting learning show teacher dominance
Results of research by Ganiron Jr. (2014) show that: (1) Learning that promotes higher order thinking skills can improve student learning outcomes; (2) Problem-based learning results in increased student skills in understanding concepts, solving problems and managing cases; (3) The experimental class gets better learning outcomes from the control class based on the problem scenario presented, connects it with real problems, investigates and achieves learning objectives through Higher Order Thinking Skills; and (4) Students can better understand the learning objectives because of learning that builds higher order thinking skills, so as to improve academic skills and learning outcomes
Based on the results of several explanations of the theory, relevant research results, and considering the location, the purpose of this study aims to improve the higher order thinking skills of SMK students in the Accounting expertise cluster using a problembased learning model with a scientific approach
Summary
The results of field observations on accounting learning show teacher dominance. The results of interviews with teachers show that the teacher still had difficulty in conducting learning and compiled assessment instruments on high level cognitive achievement This was supported by the results of questionnaires from 20 new accounting teachers. Higher order thinking skills are skills needed in a person’s situation when faced with a problem that must be solved These objectives will be achieved if the implementation of learning carried out by teachers uses a learning model that involves higher order thinking processes. According to the results of Ersoy & Burser’s (2014), problem-based learning contributes to the development of creative thinking skills This learning model is different from the traditional learning model. According to Hassan, Yusof, Mohammad, Abu, & Tasir (2012) in the most complex intellectual functions, problem-based learning has high-level cognitive processes that require certain pedagogical strategies to develop them
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