Abstract
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.
Highlights
The learning process adopted in Indonesia is the 2013 curriculum
This study aims to determine the effect of problem-based learning (PBL) model on higher-order thinking skills (HOTS) of Eleventh-grade students on motoric mechanism topic in (Senior High School (SMA) Negeri 1 Indralaya Utara
The percentage between the initial test and the final test had an excellent increasing after the learning process using PBL was done (Figure 3)
Summary
The learning process adopted in Indonesia is the 2013 curriculum. The 2013 curriculum has goals that are in line with the standards of the educational process that good learning from students is told to be learners to find out (Minister of Education and Culture, 2016). Based on the 14 principles that according to Law Number 22 that state the learning process covers planning, implementation, and assessment. The learning process is successful if the learning objectives are achieved. Learning objectives refer to the bloom taxonomy and are related to higher-order thinking skills. Higher-order thinking skills start from C4-C6 (Anderson & Krathwol, 2001). Excellent thinking skills are used to apply knowledge and develop students' skills in the context of their time so that they are used as evaluations in assessments (Nugroho, 2018)
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