Higher Order Thinking Skills Achievement for Biology Education Students in Case-Based Biochemistry Learning

Abstract

The development of HOTS has become a new trend in the 21st century learning process. Many approaches and models are applied in the learning process to achieve HOTS, including case-based learning approaches. This study aims to reveal a description of the level of student HOTS achievement in Case-Based Biochemistry Learning which took place in the Even Semester of 2019/2020. This research is descriptive research. A sample of 24 people was taken from students of the Biology Education Department, Faculty of Teacher Training and Education, University of Muhammadiyah Surabaya. HOTS data, which includes the analyze, evaluate, and create skills, were collected using the documentation method. Data were analyzed descriptively and statistically. The results of this study, namely: (1) the average student HOTS score was 67.79 including the "High" category; (2) mastery of HOTS skills from the total score of test questions: (a) analyzing 68.82% on the organizing thinking process. (b) evaluating 61.51% on the examining thinking process. (c) creating 76.38% on the planning thinking process; and (3) based on the statistical test, the students' mean HOTS score was significantly higher than the expected value, which was > 65 (ρ > 0.05). The conclusion from the results of this study shows that the HOTS level of Biology Education Department students in new case-based Biochemistry learning reaches the high category at the lowest limit. Implementation of CBL to increase HOTS can be done even better by designing good cases and selecting the right type of CBL

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