Higher Order Thinking Skills (HOTS) sangat diperlukan oleh peserta didik guna meningkatkan kemampuannya dalam mengatasi masalah pembelajaran. Hasil observasi menunjukkan bahwa masih banyak peserta didik di SMA Negeri 1 Manokwari yang mengalami kesulitan dalam memahami konsep fisika yang menurut mereka rumit. Salah satu model pembelajaran yang dapat melatih kemampuan berpikir peserta didik atau HOTS melalui penyelesaian masalah yaitu Problem Based Learning (PBL). Tujuan penelitian ini adalah menganalisis apakah terdapat pengaruh yang signifikan HOTS peserta didik yang diajar menggunakan model PBL dengan yang diajar menggunakan model konvensional. Metode yang digunakan yaitu Quasi Eksperimental dengan Non Equivalent Control Group Design. Teknik purposive sampling digunakan dalam pemilihan sampel yaitu Kelas XI IPA 2 sebagai kelas eksperimen yang berjumlah 24 orang dan kelas XI IPA 5 sebagai kelas kontrol yang berjumlah 32 orang. Hasil analisis uji prasyarat diperoleh bahwa data nilai HOTS peserta didik tidak terdistribusi normal dan tidak homogen sehingga dilakukan uji non parametrik wilcoxon. Nilai rata-rata HOTS peserta didik pada kelas eksperimen dan kontrol ditinjau dari aspek kognitif menganalisis 35,6 dan 32,6, mengevaluasi 60,8 dan 63,3, serta mengkreasi 32,3 dan 16,9. Nilai signifikansi uji wilcoxon sebesar 0,000 (sig 2-tailed < 0,05) yang menunjukkan bahwa terdapat pengaruh yang signifikan HOTS peserta didik yang diajar menggunakan model PBL dengan yang diajar menggunakan model konvensional. Dapat disimpulkan bahwa model pembelajaran PBL berpengaruh terhadap HOTS peserta didik. Higher Order Thinking Skills (HOTS) is needed by students to improve their ability to overcome learning problems. The results of the observation show that there were still many students in SMA Negeri 1 Manokwari who have difficulties in understanding the concept of physics which they think is complicated. One learning model that can train students' thinking skills or HOTS through problem solving is Problem Based Learning (PBL). The purpose of this study was to analyze whether there was a significant influence of HOTS students that were taught using PBL models with those taught using conventional models. The method used was Quasi-Experimental with Non-Equivalent Control Group Design. The purposive sampling technique was used in the selection of samples, namely Class XI Science 2 as an experimental class totalling 24 people and class XI IPA 5 as a control class totalling 32 people. The results of the prerequisite test analysis showed that the HOTS valuesof students were not normally distributed and were not homogeneous so that the non parametric test of Wilcoxon was carried out. The average score of HOTS of students in the experimental and control classes viewed from the cognitive aspect analyzed 35.6 and 32.6, evaluated 60.8 and 63.3, and created 32.3 and 16.9. Wilcoxon tested significance value was 0,000 (sig 2-tailed <0,05) which shows that there was a significant influence of HOTS students that were taught using PBL models with those taught using conventional models. It can be concluded that PBL learning models affect HOTS students.

The purpose of this research is to item analyze in semester final exam evaluation using Raschmodel in terms of validity, reliability, and difficulty level study subject in physics class X TKJ SMK Negeri 2Manokwari. This research was a qualitative research that is evaluation of learning outcomes usingquantitative descriptive method with data collection techniques used documentation. The data of respondents44 students with the number of items 30 questions, obtained the result are the validity of the conformity levelof item 26 questions was fit and 4 questions not fit. The students reliability 0,37 is weak, the item reliability0,83 is good and the reliability between students with item 0,42 is bad. The difficult level of item general inthe medium category, the means is very good because it is not difficult and not easy. The conclusion itemanalysis using rasch model in semester final exam evaluation were valid, reliable, and the difficulty level ofitem is very good.

This study aims to measure significant differences between the learning outcomes before and after application of PBL models using simple visual aids students. This quasi-experimental

The research aims to find out the influence of using interactive learning media on students’ higher order thinking skills. This research use a type of quasi experimental with a time series design form. Research objects were students from class XII IPA SMA Yapis Manokwari and numbered 19 people. Data analysis requirements show that the data are normally distributed but not homogeneous so the research data is tested using the wilcoxon test. The decision making results were based on Asymp. Sig. (2-tailed) in the amount of 0,014 < α = 0,05 so that the hypothesis of H0 was rejected or Ha was accepted. This means that there is the influence of the used of interactive learning media on students’ higher order thinking skills. The result of the N-gain test calculation show that there is an effect of increasing higher order thinking skills which are at intervals g < 0,3, which is equal to 0,2 that include in low category. The acquisition of an effect size value in the amount of 0,06 which is in the interval d < 0,2 indicates that the effectiveness of interactive learning media in improving higher order thinking skills is in a small category. Students’ higher order thinking skills can be seen from the average score in completing higher order thinking cognitive tests, which amounted to 32,64 (posttest 1) in the low category, 37,58 (posttest 2) in the low category and 38,97 (posttest 3) in the low category. This value means that the use of interactive learning media has a low influence on improving students’ higher order thinking skills. This is also supported by the results of the perception questionnaire analysis which shown the P2b statement is difficult to approve with the highest logit value of +2. This means that students assume that interactive learning media is difficult to use and less flexible.

This study was conducted to see the effect of the talking stick type of learning model by using simple teaching aids on high-level thinking skills in light material in the SMP Yapis Manokwari. Research subjects amounted to 56 students consisting of control class (class VIIIb) totaling 28 students and experimental class (class VIIIa) totaling 28 students. This type of research is quasi-experimental design with non equivalent control group design. The results showed that the data analyzed were normally distributed and homogeneous so that the hypothesis test used independent sample t-test with a significance value = 0.05. The calculation result with sig 2 tailed is 0,000 <= 0,05 so H0 is rejected and Ha is accepted. This means that there are influences of hots on students who are taught using cooperative learning model type talking stick with those taught using conventional models. In addition, the cooperative learning model type talking stick and conventional models also have an influence on students' hots with different sizes. The difference is seen in the results of the calculation of the N-gain value shows that the N-gain test of the experimental class and the control class are 0.39 and 0.38 respectively in the medium criteria. The N-gain value of the postest hots in the experimental and control classes is also 0.40. So that the experimental class and controls increase higher order thingking skill. But the posttest value in the experimental class is better than the control class.