Abstract
<p align="center"><strong><em><span lang="EN-US">Abstrack</span></em></strong></p><p><em><span lang="EN-US">This study has purposes, namely to test the effectiveness of the MMP learning model on problem-solving abilities and to describe problem solving abilities in terms of self-efficacy. The benefits of this research are (1) Students get meaningful knowledge to develop problem-solving skills through the MMP learning model (2) Teachers can choose the right learning model to develop problem solving abilities (3) Provide an overview to the teachers about problem solving abilities in terms of self-assessing student’s efficacy. The results showed that: (1) the MMP learning model was effective on problem solving abilities, (2) a) high self-efficacy’ students could understand problems, plan problem-solving, and implement problem-solving plans, as well as re-examine correctly and completely. b) moderate self-efficacy’s students could understand problems, plan problem-solving, implement problem-solving’s plan correctly but not yet completely, re-examine but not yet able to use other methods. c) low self-efficacy’s students could understand problems and plan problem-solving correctly but incompletely, less able to carry out problem-solving plans, but unable to re-examine and use other methods. Based on data and research findings regarding problem-solving abilities in terms of student self-efficacy in MMP learning, it can be recommended: (1) Teachers should guide and help developing the low self-efficacy’s students problem-solving abilities to further improve their abilities. (2) Measuring the students’ self-efficacy even involving a psychological institution in every school is important, so that each school has self-efficacy’s data to provide treatment to the students. (3) The low self-efficacy’s students need further treatment by cultivating confidence and giving direction that they are able to learn mathematics, improving problem solving skill and not prioritizing memorization in learning mathematics.</span></em><em></em></p>
Highlights
HOTS (Higher Order Thinking Skill) or what is often called as the ability of higher order thinking skills or concepts is a concept of educational reform based on Bloom’s taxonomy began in the early 21st century
This concept included in education aims to prepare resources human resources in the face of the industrial revolution. In this 21st century human resources are expected to be workers who follow the government, but have 21st century skills. according to Abduhzen in Faddilah (2019) HOTS is not a subject, nor is it a matter of the final goal of the exam that is achieved through the approach, learning processes and methods
It can be concluded that HOTS (High Order Thinking Skills) are higher-order thinking skills that must be present in students who do test intellectual abilities in terms of memory and test the ability to evaluate, create, analyze and think critically about students’ understanding of a subject and put more emphasis on critical thinking towards a problem solving
Summary
HOTS (Higher Order Thinking Skill) or what is often called as the ability of higher order thinking skills or concepts is a concept of educational reform based on Bloom’s taxonomy began in the early 21st century. This concept included in education aims to prepare resources human resources in the face of the industrial revolution. Higher order thinking skills are cognitive operations that are much needed in thinking processes that consist of short-term memory. If it is associated with Bloom’s taxonomy, higher order thinking includes analysis, synthesis, and evaluation.
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