Penerapan Model Discovery Learning Pada Materi Ekosistem Untuk Meningkatkan Kemampuan Berpikir Tingkat Tinggi Siswa Kelas X Sma

Abstract

<p>The research is aimed to improve higher order thinking skills students at class X IPA of SMA through the implementation of discovery learning model on the ecosystem subject. This research was a classroom action research which consists of two cycles. Each cycle contains four phases which were planning, acting, observing and reflecting. The subjects were students at class X IPA of SMA totaling 32 students. The data collecting techniques of this research were using test method obtained through essay test, and nontest method obtained through observation, interview, and documentation. The primary data is advanced higher order thinking skill of students with Bloom revised taxonomy to analyzing, evaluating, and creating measured using essays in accordance researchers any material indicators of ecosystem. The Data validate of this research were triangulation method. Analysis of data using qualitative descriptive analysis technique. The Target of research is to increase the higher order thinking skill’s students ≥25. The increase in higher order thinking skills results by the increasing student achievement of the average score of aspects of higher order thinking skills students were: 1)aspect analyzing of 52.66 with the moderate criteria of being at base line be 66.98 with the moderate criteria of being in the cycle I, then the the cycle II into 80,52 with a high criteria, 2)evaluating aspects of 45.83 with low criteria on base line be 64.17 with the moderate criteria of being in the cycle I, then on the cycle II into 73.96 with moderate criteria, and 3)creating aspects of 50,31 with the moderate criteria of being at base line be 68,49 with the moderate criteria of being in the cycle I, then on the cycle II into 76,35 with high criteria. Implication of discovery learning can increase the high order thinking skills students in base line, Cycle I and Cycle II. The score of test each aspect of higher order thinking skill aspect were: 1)analyzing increased by 27,86, 2)evaluating an increase of 28,13 from, and 3)creating increased by 26,04. This conclusion was implementation of discovery learning could improveas much as ≥25 of high order thinking skills students at class X IPA of SMA.</p><p> </p><p>Keywords : higher order thingking skill, discovery learning</p>

Improving higher-order thinking skill through POE (Predict, Observe, Explain) and guided discovery learning models

“…In this stage, students are given the opportunity to collect data by conducting observations to develop students' curiosity, and to motivate students to find the answers or solutions, the students' observ the Angiospermae plants and fit the information with the hypotesis they already made. The HOTS aspects that appear in this syntax are analysis, evaluation, and creating (Rubiyanto, Marjono, & Prayitno, 2016). The aspect of the analysis done by students in this syntax is associating the information obtained in order to form new information.…”

“…In this stage, students make conclusions of the learning process. The HOTS aspect trained in this syntax are analysis, evaluation, creates (Rubiyanto et al, 2016).…”

Efektivitas Model Discovery Learning dan Model Contextual Teaching and Learning terhadap Kemampuan Berpikir Tingkat Tinggi Siswa

“…Pada dasarnya untuk memfokuskan kemampuan berpikir tingkat tinggi peserta didik, kriterianya didasarkan pada tiga aspek yaitu C4 (kemampuan menganalisis), C5 (kemampuan mengevaluasi) dan C6 (kemampuan mencipta). Dapat diketahui bahwa pada hasil presentase posttest di kelas X IPA 1, yang menerapkan model discovery learning, kompetensi yang didapatkan dari kemampuan menganalisis adalah mengidentifikasi dan mengklasifikasikan aspek yang berbeda dari sebuah objek, cerita, atau kejadian menjadi bagian-bagian kecil, dan menemukan hubungan antarkomponen yang saling terkait ( Radianti et al, 2020;Rubiyanto et al, 2016). Peserta didik mulai dilatihkan kemampuan menganalisis pada setiap sintaks discovery learning, yakni dengan melakukan pengamatan, kemudian mengumpulkan data dengan mengerjakan (Blikstein et al, 2014;Muhali et al, 2019;Prasetya, 2022).…”

The influence of the guided discovery learning model on critical thinking ability and problem-solving ability

“…In efforts to improve critical thinking skills, educators need to create an active learning atmosphere and be supported by appropriate learning models. Innovation through learning models is needed to improve students' thinking abilities (Rubiyanto et al, 2015). Students who are directly involved in the thinking process can influence the success of the learning model applied.…”