The Development of Learning Inquiry Model to Improve Students’ Hots (Higher Order Thinking Skills) during The Covid 19 Pandemic

Amir Muhiddin(1*), Nuryanti Mustari(2), Syamsidah Syamsidah(3),

(1) Universitas Muhammadiyah Makassar
(2) Universitas Muhammadiyah Makassar
(3) Universitas Negeri Makassar
(*) Corresponding Author




DOI: https://doi.org/10.26858/ijes.v24i2.29796

Abstract


This study aims to determine the stages of developing Inquiry Learning (IL) model learning tools to improve students' Higher Order Thinking Skills (HOTS). In addition, the purpose of this study is to find out the learning tools with the inquiry learning (IL) model that are valid, effective, and practical. The research method used is development research. This development research adopted the modified Thiagarajan, Semmel, and Semmel models. The four stages include define, design, develop, and disseminate. The results showed: 1). The stages of developing learning tools have been conducted using the IL model, which refers to the 4 D model, including defining, designing, developing, and disseminating. The learning tool is valid because it obtains an average score of 3.08 from three experts. The learning tools are practical because the observation' results of the IL Model implementation in the experimental class show that the stages of the model have been implemented perfectly with a percentage of 100%. In the data regarding the practicality of the IL model from the aspect of student activity in learning with IL, the results show that students are actively involved in learning with an average score of 3.40 (high activity). The average score of students taught using the IL model (experimental group) was higher than students in the conventional class (control group). The average score of students in the experimental group was 80.6, while the control group was 74.5. It means that the application of IL can improve students' HOTS thinking skills.


Keywords


Inquiry Learning Model; Higher Order Thinking (HOTS)

Full Text:

PDF

References


Afandi & Sajidan. (2017). Stimulasi Keterampilan Tingkat Tinggi. UNSPRESS.

Butcher, C., Davies, C., & Highton, M. (2006). Designing learning from module outline to effective teaching.New York: Routledge, Taylor & Francis Group.

Bogdan, R.C. & Biklen, S.K. (1982). Qualitative Research for Education: An Introduction to Theory. Boston: Allyn and Bacon, Inc.

Husna Nurdinni. (2018) HOTS (High Order Thinking Skill) dan Kaitannya dengan Kemampuan Literasi Matematika . Prosiding Seminar Nasional Matematika, Universitas Negeri Malang. Vol.1, 2018

Ibrahim, M dkk. (2010). Pembelajaran Kooperatif. Surabaya : University Press

Kasali, Rhenald. (2017). Disruption. Jakarta:Gramedia

Sanjaya, W. (2010). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Prenada Media Group.

Siti Zubaidah. (2018). Keterampilan Abad Ke-21: Keterampilan Yang Diajarkan Melalui Pembelajaran.

Syamsidah, Ratnawati & Amir Muhiddin. (2019). Analisis Awal Model Inquiry Learning yang dapat Meningkatkan Keterampilan berpikir kreatif Mahasiswa. Prosiding Semnas LP2M UNM. Diseminasi Hasil-hasil Penelitian Melalui Optimalisasi Sinta dan HAKI. https://ojs.unm.ac.id/semnaslemlit/article/view/14674

Syamsidah. Dkk. (2020). Effectiveness of Learning Devices with Inquiry Learning Models to Increase Skills Creative Thinking Students. Journal Education, Language and Sociology Research. Education, Language and Sociology Research (scholink.org)

Sani, Ridwan Abdullah. (2019). Pembelajaran HOTS, Tsmart Printing, Jakarta.

Thiangarajan S., Semmel D., & Semmel M. I. (1974). Intructional development for training teachers of exceptional children: A Sourcebook.Minneapolis: Central for Innovation on Teaching the Handicaped.

Trianto. (2010). Mendesain Model Pembelajaran Inovatif-Progresif. Jakarta: Kencana Prenada Media Group


Article Metrics

Abstract view : 53 times | PDF view : 17 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Amir Muhiddin, Nuryanti Mustari, Syamsidah Syamsidah

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.