The development of integrated student worksheets (LKS) with interactive poster in improving students' higher order thinking skills in ecosystem course

Abstract

The challenge for teachers is to create more creative learning experiences that foster students' interest in learning science so that they are highly motivated to understand phenomena related to science. The use of poster media can be an alternative for teachers to construct science concepts, everyday science phenomena, and the application of science concepts in daily life, which are rarely addressed in regular teaching methods. Additionally, using posters as a learning medium for science is beneficial because science is a subject that encompasses many abstract concepts that can be explained using integrated worksheets and interactive posters. Higher-order thinking skills refer to the ability to use new information or prior knowledge and manipulate it to arrive at possible solutions in new situations. Students demonstrate higher-order thinking skills when faced with a problem or question, ultimately generating ideas to solve the problem. The necessary thinking skills include creative and innovative thinking, critical thinking, and problem-solving, as well as metacognitive thinking. The type of research conducted in this study is Research and Development, and the development model used is the ADDIE model (Analysis-Design-Development-Implementation-Evaluation). This model, developed by Molenda and Reiser, is commonly used to illustrate a systematic approach to instructional development. Based on the t-test results and the explanation above, it can be concluded that there is a significant difference in the creative thinking skills of students who use interactive poster media with a confidence level of 95%. The data processing results show that in the experimental group, consisting of 25 students, the average pretest score was 55, the first posttest score was 66.92, the second posttest score was 71.68, and the third posttest score, after modification with the model, was 81.32. In contrast, the average pretest score in the control group was 53.20, the first posttest score was 60.60, the second posttest score was 63.60, and the third posttest score was 72.64.