The effect of learning models and divergent thinking on higher-order thinking skills

Abstract

This study aims to determine the effect of interaction between Problem Based Learning models, Creative Problem-Solving models, and divergent thinking on high order thinking skills. The method used in this study is a quasi-experimental design with treatment by level 2x2. The sample number of this study is as many as 120 students of grade X high school. The sample was divided into two, namely the control class and the experimental class. The control class was given learning using the Problem Based Learning model while the experimental class used the Creative Problem Solving model by having high and low divergent thinking skills. Data about students’ high order thinking skills were obtained using a test in the form of an essay consisting of 5 questions and analyzed using the two-way ANOVA statistical test and the Tukey test as a follow-up test. The results showed that 1) there is a difference in high order thinking students who use the creative problem-solving model with students who use the problem-based learning model, 2) there is a difference in high order thinking skills between students with high divergent thinking ability with low divergent ability students and 3) there is an influence of interaction between learning model and divergent thinking ability to high order thinking skill.