Email this article Implementation of HOTS-Oriented Problem Based Learning on Science Literacy Ability
), Ika Wulandari Utamining Tias(2), Nelly Astuti(3), Ismu Sukamto(4), Frida Destini(5), Fadhilah Khairani(6), Amrina Izzatika(7)
| 
Country:
(1) Universitas Lampung, Indonesia
(2) Universitas Lampung, Indonesia
(3) Universitas Lampung, Indonesia
(4) Universitas Lampung, Indonesia
(5) Universitas Lampung, Indonesia
(6) Universitas Lampung, Indonesia
(7) Universitas Lampung, Indonesia
Corresponding Author
Implementation of High Order Thinking Skills (HOTS) Based on Problem Based Learning on Science Literacy Ability. Objectives: Knowing and analyzing scientific literacy skills by applying the HOTS-oriented Problem Based Learning (PBL) model. Methods: The type of research in this research is experimental research. The object of research is the implementation of HOTS based on Problem Based Learning (X) on literacy skills (Y). The research subjects were fourth grade students of SD Negeri 5 Metro Pusat. The research design used is a pre-experimental design and uses one form of design, namely the one group pretest-posttest design. This design uses one group, as an illustration, the experimental group. The experimental group is the class that gets treatment in the form to the application of HOTS based on Problem-Based Learning. The HOTS indicators used in this study are identify scientific issues (problems); explain scientific phenomena; using scientific evidence Findings: Based on the results of the data analysis, the pretest score for the scientific literacy ability of students achieved by the experimental class was 9.25 and the posttest score was 11.90. Conclusion: The results of the research that have been carried out show that the application of high order thinking skills (HOTS) based on problem based learning (PBL) to improve scientific literacy skills has the impact of increasing n-gain by 0.21 in the low category. In the analysis of the average n-gain score on the highest scientific literacy ability indicator, namely the use of scientific evidence.
Keywords: high order thinking skills (hots), problem based learning, science literacy.
DOI: http://dx.doi.org/10.23960/jpp.v12.i3.202236
(Oecd), O. For E. C. And D. (2010). Education At A Glance 2010: Oecd Indicators. Oecd Paris.
Abdulrozzak, R. (2016). Pengaruh Model Problem Based Learning Terhadap Kemampuan Berpikir Kreatif Siswa. Universitas Pendidikan Indonesia.
Asyhari, A. (2015). Profil Peningkatan Kemampuan Literasi Sains Siswa Melalui Pembelajaran Saintifik. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 4(2), 179–191.
Dinni, H. N. (2018). Hots (High Order Thinking Skills) Dan Kaitannya Dengan Kemampuan Literasi Matematika. Prisma, Prosiding Seminar Nasional Matematika, 1, 170–176.
Fadly, A. (2012). Peningkatan Aktivitas Dan Hasil Belajar Siswa Melalui Model Pembelajaran Problem Based Learning (Pbl)(Studi Pada Kelas X Bisnis Dan Manajemen Pada Mata Pelajaran Kewirausahaan Di Smk Arjuna 1 Malang). Universitas Negeri Malang.
Feronica, R. A., Apriani, E., & Edy, S. (2021). The Implementation Of Higher Order Thinking Skill (Hots) In Junior High School: Teaching Practice And Problems. English Franca: Academic Journal Of English Language And Education, 5(2), 185–200.
Gormally, C., Brickman, P., & Lutz, M. (2012). Developing A Test Of Scientific Literacy Skills (Tosls): Measuring Undergraduates’ Evaluation Of Scientific Information And Arguments. Cbe—Life Sciences Education, 11(4), 364–377.
Kurniawati, K., & Hidayah, N. (2021). Pengaruh Pembelajaran Problem Based Learning Berbasis Blended Learning Terhadap Kemampuan Literasi Sains. Bioedusiana: Jurnal Pendidikan Biologi, 6(2), 184–191.
Magsino, R. M. (2014). Enhancing Higher Order Thinking Skills In A Marine Biology Class Through Problem-Based Learning. Asia Pacific Journal Of Multidisciplinary Research, 2(5).
Merta, I. W., Artayasa, I. P., Kusmiyati, K., Lestari, N., & Setiadi, D. (2020). Profil Literasi Sains Dan Model Pembelajaran Dapat Meningkatkan Kemampuan Literasi Sains. Jurnal Pijar Mipa, 15(3), 223–228.
Pratiwi, S. N., Cari, C., & Aminah, N. S. (2019). Pembelajaran Ipa Abad 21 Dengan Literasi Sains Siswa. Jurnal Materi Dan Pembelajaran Fisika, 9(1), 34–42.
Rahmatullah, M. F., Pasani, C. F., & Yulinda, R. (2021). Pengembangan Bahan Ajar Berbasis Literasi Sains Bermuatan Karakter Toleransi Untuk Siswa Smp Pada Materi Pewarisan Sifat. Pahlawan: Jurnal Pendidikan-Sosial-Budaya, 17(2), 1–10.
Sellar, S., & Lingard, B. (2014). The Oecd And The Expansion Of Pisa: New Global Modes Of Governance In Education. British Educational Research Journal, 40(6), 917–936.
Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif Dan R&D. Pt Alfabeta.
Sukamto, I., Maulina, H., Maulina, D., Widyastuti, W., & Ika, W. U. T. (2022). Integrated Stem 3.0 Approach To Enhance Critical Thinking Skills: An Empirical Evidence. Jurnal Pendidikan Progresif, 12(3), 1244–1257.
Sukerti, N. M. B., Santyasa, D. R. I. W., Si, M., Kirna, D. R. I. M., & Si, M. (2017). Pengaruh Model Pembelajaran Inkuiri Terbimbing Dan Motivasi Belajar Terhadap Hasil Belajar Ipa. Jurnal Teknologi Pembelajaran Indonesia, 7(1).
Sukowati, D., Rusilowati, A., & Sugianto, S. (2017). Analisis Kemampuan Literasi Sains Dan Metakogntif Peserta Didik. Physics Communication, 1(1), 16–22.
Suparya, I. K., Suastra, I. W., & Arnyana, I. B. P. (2022). Rendahnya Literasi Sains: Faktor Penyebab Dan Alternatif Solusinya. Jurnal Ilmiah Pendidikan Citra Bakti, 9(1), 153–166.
Sutrisna, N. (2021). Analisis Kemampuan Literasi Sains Peserta Didik Sma Di Kota Sungai Penuh. Jurnal Inovasi Penelitian, 1(12), 2683–2694.
Tune Sumar, W., & Tune Sumar, S. (2020). Implementasi Program Pengembangan Keprofesian Berkelanjutan Guru Melalui Peningkatan Kompetensi Pembelajaran Berbasis Zonasi. Pedagogika, 10(2), 84–94. Https://Doi.Org/10.37411/Pedagogika.V10i2.60
Turdjai, T. (2016). Effect Of Learning Approach On Student Learning Outcomes. Triadik, 15(2).
Umamah, C., Norhasan, N., & Rofi’ah, J. (2018). Implementasi Model Problem Based Learning Berbasis Literasi Sains Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa. Lensa (Lentera Sains): Jurnal Pendidikan Ipa, 8(2), 67–74.
Wahyuningsih, S. (2021). Literasi Sains Di Sekolah Dasar Jakarta 2021. Literasi Numerasi Di Sekolah Dasar.
Weng, X., Cui, Z., Ng, O.-L., Jong, M. S. Y., & Chiu, T. K. F. (2022). Characterizing Students’ 4c Skills Development During Problem-Based Digital Making. Journal Of Science Education And Technology, 31(3), 372–385.
Widodo, T., & Kadarwati, S. (2013). Higher Order Thinking Berbasis Pemecahan Masalah Untuk Meningkatkan Hasil Belajar Berorientasi Pembentukan Karakter Siswa. Jurnal Cakrawala Pendidikan, 5(1).
Yonata, B. (2013). Ketuntasan Belajar Siswa Dalam Berpikir Tingkat Tinggi Pada Materi Pokok Larutan Asam Basa Kelas Xi Sma Negeri 1 Gedangan Sidoarjo Dengan Menerapkan Model Pembelajaran Inkuiri (The Mastery Of Student Learning In Higher Order Thinking Skill On Main Subj. Unesa Journal Of Chemical Education, 2(2).
No supplementary information available.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats