Designing Literacy-Based Mathematics Learning Model with Higher-Order Thinking Skills to Develop Junior High School Students’ Character and Creativity

Abstract

The research's root problem is students' low creativity and the need to develop their character. This study aims to develop a literacy-based mathematics learning model with higher-order thinking skills to improve junior high school students' character and creativity. The development of the learning model refers to the Plomp model, which consists of (1) preliminary investigation, (2) design, (3) realization/construction, (4) test, evaluation, and revision, and (5) implementation. The literacy-based mathematics learning model with higher-order thinking skills, called the HOTS-based learning model, is a learning activity involving conditions and things directly to be used as learning resources. In the HOTS-based learning model, the initial learning activities are very feared by students because they are full of challenges that can be completed easily. This learning activity brings students closer to difficult questions because learning activities are directly related to questions that are full of challenges with an investigative learning style. The HOTS-based learning model involves students and teachers as the subject of the activity. In detail, the syntax of the HOTS-based learning model consists of phase I: conveying objectives & apperceptions of the HOTS-based learning model, phase II: representation of learning through HOTS-based investigation patterns, phase III: guiding individuals or groups through thinking skills and presentation of work results, and Phase IV: analyzing and evaluating the learning process and results. The principle of management reaction, the HOTS-based learning model, is based on constructivist theory and numeracy literacy which emphasizes learning centered on student activities so that the teacher's function is in accordance with Ki Hajar Dewantoro's principles in learning.