Abstrak. Penelitian ini bertujuan untuk menganalisis: (1) perbedaan hasil belajar kognitif tingkat tinggi fisika siswa dengan model pembelajaran berbasis proyek dengan strategi think talk write dan pembelajaran konvensional; (2) perbedaan hasil belajar kognitif tingkat tinggi fisika siswa yang memiliki kreativitas ilmiah di atas rata-rata dan di bawah rata-rata; dan (3) interaksi antara model pembelajaran dengan tingkat kreativitas ilmiah dalam mempengaruhi hasil belajar kognitif tingkat tinggi fisika siswa. Penelitian ini merupakan penelitian quasi eksperimen. Sampel dalam penelitian ini dipilih dengan cluster random sampling sebanyak dua kelas. Instrumen terdiri dari tes hasil belajar kognitif tingkat tinggi berupa tes essay dan tes kreativitas ilmiah. Data dianalisis dengan menggunakan ANAVA dua jalur. Hasil penelitian menunjukkan bahwa hasil belajar kognitif tingkat tinggi fisika menggunakan model pembelajaran berbasis proyek dengan strategi think talk write berbeda dan menunjukkan hasil yang lebih baik dibandingkan dengan pembelajaran konvensional, hasil belajar kognitif tingkat tinggi siswa fisika dengan kreativitas ilmiah di atas rata-rata berbeda dan menunjukkan hasil lebih baik dari siswa dengan kreativitas ilmiah di bawah rata-rata, serta terdapat interaksi antara model pembelajaran berbasis proyek dengan strategi think talk write dan kreativitas ilmiah dalam mempengaruhi hasil belajar kognitif tingkat tinggi fisika siswa. E-mail: i.dhani@gmail.com Abstract. The aims of this research were to analyze: (1) the differences of student's physics high-level cognitive learning outcomes by using Project Based Learning Model with Think Talk Write Strategy and conventional learning; (2) the differences of student's physics high-level cognitive learning outcomes who had under average and above average category in Kata kunci: hasil belajar kognitif tingkat tinggi, kreativitas ilmiah, model pembelajaran Berbasis Proyek, strategi think talk write THE EFFECT OF PROJECT BASED LEARNING MODEL IN THINK TALK WRITE STRATEGY AND SCIENTIFIC CREATIVITY TO LEARNING OUTCOMES HIGH-LEVEL KOGNITIVE SMA STUDENTS PHYSICS Irham Ramadhani and Motlan Physics Education Program, Graduate State University of Medan

Tujuan dari penelitian ini adalah untuk mengembangkan bahan ajar Fisika Umum berbasis STEM pada materi mekanika. Perangkat perkuliahan dikembangkan berdasarkan pendekatan STEM, sehingga pembelajaran fisika umum siswa dapat diterapkan pada mahasiswa jurusan rumpun MIPA pada umumnya. Bahan ajar yang dikembangkan dalam penelitian ini adalah analisis CPL dan CPMK, peta kompetensi mata kuliah, RPS, bahan ajar, media, panduan praktikum, LKM, dan instrumen evaluasi. Bahan ajar telah divalidasi oleh ahli materi dan media dengan kategori sangat baik. Selanjutnya perangkat perkuliahan juga telah dilakukan uji coba terbatas pada mahasiswa dan hasilnya dalam kategori baik. Dengan demikian dapat disimpulkan bahwa perangkat pembelajaran berbasis STEM yang dikembangkan dapat digunakan dalam perkuliahan Fisika Umum pada materi Mekanika.

The objective of this research is to design and develop the online physics test system which is conducted at SMA CT Foundation Medan. This research is a part of Research and Development (R&D) which accommodates Van de Akker method in the development stages. The subject of this research is class XII consisting of 48 students who interest in natural sciences majors. This research consists of four stages namely: preliminary research; prototyping; summative evaluation and reflection stages. This research instrument consists of validation instruments and tests. The results of this research are: i) the online test system product is feasible to use because it fills the standard of system eligibility indicators including content, interface, navigation, configuration, and security with the percentage of 86,60% which is in a decent category; ii) the product also satisfy the media feasibility standard including correctness, reliability, integrity, and usability with the percentage 81.30% which is in a good category; iii) the results of student response testing including indicators of correctness, reliability, integrity, usability, and usefulness give percentage 86,90% which is a very good category. Thus, this online test system can be used to as a medium to measure students’ abilities in physics subjects.

No abstract

Although learning has been implemented online because of the ongoing Covid-19 Pandemic,  it is hoped that it does not eliminate the essence of the implementation of the revised K-13 curriculum, namely the scientific approach to learning process. The implementation of the scientific approach will structure the mind set of students to criticize a problem in their everyday life. This is what is required in the implementation of the revised K-13 curriculum, where critical thinking is a high-level thinking ability that students must familiarize with. HOTS questions are a measurement instrument used to measure higher order thinking skills, namely thinking skills that do not just remember, restate, or refer without processing. The purpose of this study is to: 1) determine the HOTS-based test instrument for high school critical thinking that has been used in the learning process and learning evaluation. 2). Know the level of difficulty and difference in power of the instrument and the effectiveness of the answer keys for high school tests. This research is a descriptive research with qualitative and quantitative approaches to documentation study. The findings in the study indicate that the test instruments used at the high school level have not met the criteria for HOTS high-level thinking. As for the results of the calculation of the difficulty level of the test, 8% of the questions were in the easy category, 46% in the medium category and 46% in the difficult category. For the difference in power category, 42% of the questions were in the bad category, 33% were in the enough category, while 4% were in the good category and 21% of the questions were in the very good category. The limitation of this research is the HOTS category of critical thinking test instruments..