Peningkatan Hots  Dan Prestasi Belajar Melalui Metode Inkuiri  Kelas 7c SMPN 1 Wonosobo Tahun Pelajaran 2018/2019

andoko, tri hastuti

doi:10.32699/spektra.v6i1.134

Cited by 14 publications

(14 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Pembelajaran inkuiri berorientasi pada Pengembangan Intelektual (Andoko, 2020;Suparmi, 2019). Tujuan utama dari pembelajaran inkuiri adalah pengembangan kemampuan berpikir.…”

Section: Journal Of Education Actionunclassified

Upaya Meningkatkan Hasil Belajar Kimia Melalui Model Pembelajaran Inquiri Pada Materi Metode Ilmiah

Anom¹

2021

JEAR

View full text Add to dashboard Cite

Penelitian Tindakan Kelas ini dilaksanakan di SMA Negeri 1 Kuta Utara di Kelas X IPA 4 yang kemampuan peserta didiknya untuk mata pelajaran kimia rendah.Tujuan penulisan penelitian tindakan kelas ini adalah untuk mengetahui apakah penerapan Model Pembelajaran Inquiri dapat meningkatkan hasil belajar kimia kelas X IPA 4.Metode pengumpulan datanya adalah tes prestasi belajar. Metode analisis datanya adalah deskriptif. Hasil yang diperoleh dari penelitian ini adalah Model Pembelajaran Inquiri dapat meningkatkan hasil belajar kimia kelas X IPA 4 semester 1 SMA Negeri 1 Kuta Utara tahun pelajaran 2017/2018. Ini terbukti dari hasil yang diperoleh pada Awalnya rata-rata 54,26 , Siklus I naik menjadi 66,21 dan pada Siklus II naik menjadi 81,31Kesimpulan yang diperoleh dari penelitian ini adalah Model Pembelajaran Inquiri dapat meningkatkan hasil belajar kimia kelas X IPA 4 semester 1 SMA Negeri 1 Kuta Utara tahun pelajaran 2017/2018.

show abstract

“…Pembelajaran inkuiri berorientasi pada Pengembangan Intelektual (Andoko, 2020;Suparmi, 2019). Tujuan utama dari pembelajaran inkuiri adalah pengembangan kemampuan berpikir.…”

Section: Journal Of Education Actionunclassified

Upaya Meningkatkan Hasil Belajar Kimia Melalui Model Pembelajaran Inquiri Pada Materi Metode Ilmiah

Anom¹

2021

JEAR

View full text Add to dashboard Cite

show abstract

“…The learning process that uses HOTS as the basis in the process can increase the learning process's meaning because students memorize the materials taught, understand, analyze, and implement their knowledge to solve problems (Hassan, Rosli, & Zakaria, 2016). HOTS is a higher way of thinking than memorizing facts, presenting facts, or applying rules, formulas, and procedures (Andoko, 2020;Nurmala & Mucti, 2019). HOTS skills are when he is already in the top three levels in the revised Bloom's Taxonomy, namely at the analysis, evaluation, and creation stage (Fadzam & Rokhimawan, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…The characteristics of HOTS problems are to have the nature of (1) transfer of one concept to another, (2) process and apply information, (3) seek links from different information, (4) use information to solve problems, and (5) study ideas and information critically. From these three opinions, the author tends to modify the criteria of good HOTS questions to (1) complex questions that involve many concepts, (2) non-algorithmic questions meaning that action steps cannot be entirely determined at the beginning, (3) need more than one way, (4) involving variations in decision-making and interpretation to work on them, and (5) use much information to solve the problem (Andoko, 2020;Nurmala & Mucti, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Quality of HOTS-Based Science Questions Developed by Indonesian Elementary School Teachers

Ishartono

Desstya

Prayitno

et al. 2021

JET

View full text Add to dashboard Cite

In Indonesia, several training pieces have been conducted to develop HOTS-based science questions for elementary school teachers. However, few studies examine how elementary school teachers developed HOTS-based science questions. Hence, the current study is a case study that aims to analyze HOTS-based science questions developed by elementary school teachers in Indonesia. This study employed a descriptive-analytical method by analyzing 60 HOTS-based science questions developed by elementary school teachers. This study involved two raters from one of Indonesia's universities, who are experts in assessing learning for elementary school level to assess the questions. The aspects that are assessed are aspects of conformity with HOTS questions criteria, conformity with the criteria of thinking ability of elementary school students, and conformity with the quality of good questions. This study's findings show that many problems do not meet the first aspect, especially at non-algorithmic points, multiple ways, and multiple interpretations. Next, in the second aspect, most of the question does not use illustration to strengthen the developed question's information. The third aspect is a relatively fulfilled aspect by most developed questions. However, only a few developed questions are judged not to meet this aspect. Hopefully, this study's findings can be an evaluation material for policymakers in education to increase the training quality of HOTS-based science questions for elementary school level in Indonesia.

show abstract

“…To have higher-order thinking skills (HOTS), teachers can provide HOTS-based test questions to train students. Higher-Order Thinking Skills (HOTS) based test questions can help students develop higherorder thinking skills (Andoko, 2020;Ineson et al, 2013;Pratiwi, 2017;Saraswati & Agustika, 2020). The abilities in question are critical, reflective, metacognitive, and creative thinking skills.…”

Section: Introductionmentioning

confidence: 99%

Assessing Science Learning Outcomes using Assessment Instruments Based on Higher Order Thinking Skills

Dewi

Suarjana

Mahadewi

2021

j. ilm. sekol. Dasar

View full text Add to dashboard Cite

There were still many teachers who had difficulty making student learning assessment instruments. The orientation of the learning carried out was still at the level of low-level thinking (remembering, memorizing, and understanding) so that students had low knowledge. This study aimed to develop an instrument for assessing science learning outcomes on Theme 8 based on Higher Order Thinking Skills. This type of research was development research. The model used in this study was 4D which is divided into four stages, namely Define, Design, Develop, and Disseminate. The techniques used in collecting data were observation, interviews, document recording, rating scales, and tests. The instrument used in collecting data was a questionnaire. The results of the study will be analyzed for validity, reliability, discriminating power, and level of difficulty, quality of distractors, practitioner responses, and student responses. Instruments designed to collect data were tested first to find out the instrument's validity. The results of the research were the analysis of the content validity test and the items were in very high criteria. Based on the results of the reliability test, the instrument being tested had a very high consistency. In the analysis of the quality of the distractor, the instrument functions well. In the analysis of practitioners' responses and student responses, the category was very good. It can be concluded that the instrument that assesses the science learning outcomes of theme 8 based on Higher Order Thinking Skills was valid and feasible to be used as an assessment instrument for students.

show abstract

Peningkatan Hots Dan Prestasi Belajar Melalui Metode Inkuiri Kelas 7c SMPN 1 Wonosobo Tahun Pelajaran 2018/2019

Cited by 14 publications

References 3 publications

Upaya Meningkatkan Hasil Belajar Kimia Melalui Model Pembelajaran Inquiri Pada Materi Metode Ilmiah

Upaya Meningkatkan Hasil Belajar Kimia Melalui Model Pembelajaran Inquiri Pada Materi Metode Ilmiah

The Quality of HOTS-Based Science Questions Developed by Indonesian Elementary School Teachers

Assessing Science Learning Outcomes using Assessment Instruments Based on Higher Order Thinking Skills

Contact Info

Product

Resources

About