Research Article
Analysis of High Order Thinking Skills (HOTS) of High School Students Learned Using the Problem Based Learning (PBL)
@INPROCEEDINGS{10.4108/eai.17-11-2021.2318676, author={Nova Irawati Simatupang and Sri Rejeki Ignasia Sitohang and St Fatimah Azzahra and Elferda Sormin}, title={Analysis of High Order Thinking Skills (HOTS) of High School Students Learned Using the Problem Based Learning (PBL) }, proceedings={Proceedings of the 3rd International Conference of Education and Science, ICES 2021, November 17-18, 2021, Jakarta, Indonesia}, publisher={EAI}, proceedings_a={ICES}, year={2022}, month={6}, keywords={chemistry; problem based; thinking skills}, doi={10.4108/eai.17-11-2021.2318676} }- Nova Irawati Simatupang
Sri Rejeki Ignasia Sitohang
St Fatimah Azzahra
Elferda Sormin
Year: 2022
Analysis of High Order Thinking Skills (HOTS) of High School Students Learned Using the Problem Based Learning (PBL)
ICES
EAI
DOI: 10.4108/eai.17-11-2021.2318676
Abstract
This research is quantitative research with the research method is Pretest Posttest Control Group Design. This study aims to determine the improvement of students' High Order Thinking Skills (HOTS) chemistry by using the Problem Based Learning (PBL) learning model. This research was conducted at SMA BTB Balige in class XI IPA for the academic year 2021/2022. In this study, the aspects of HOTS studied were problem solving skills, critical thinking skills and argumentation skills. Prerequisite analysis test in the form of normality test with Kolmogorov-Smirnovv test and homogeneity test with Anova Lavene test found that the data obtained were homogeneous but not normally distributed. Hypothesis testing using non-parametric test, namely by using the Wilcoxon Signed Rank Test. From the results of the analysis of hypothesis testing using the Wilcoxon Signed Rank Test, it was found that Z count was 4.957 and Z table was 1.645 with a sample of 32 students. Thus, it can be stated that Z count > Z table, meaning that H1 is accepted, that is, there is an increase in students' HOTS chemistry ability by using the PBL learning model. The results of the pretest posttest showed that students experienced a significant increase in HOTS abilities, especially in the aspects of critical thinking skills and problem-solving skills.
