Proses Berpikir Kritis Siswa dalam Menyelesaikan Masalah HOTS pada Model Problem Based Learning
DOI:
https://doi.org/10.36312/rj.v5i2.3275Keywords:
Berpikir kritis, HOTS, Problem Based LearningAbstract
Penelitian ini bertujuan untuk menganalisis pengaruh proses berpikir kritis terhadap kemampuan menyelesaikan soal Higher Order Thinking Skills (HOTS) pada pembelajaran berbasis Problem Based Learning (PBL). Latar belakang penelitian didasarkan pada pentingnya keterampilan berpikir kritis sebagai salah satu kompetensi abad ke-21 yang mendukung pencapaian kemampuan HOTS, namun kenyataannya capaian siswa masih rendah. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksplanatori. Sampel penelitian berjumlah 60 siswa yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui angket berpikir kritis dan tes HOTS. Analisis data menggunakan regresi linear sederhana dengan uji asumsi klasik sebagai prasyarat. Hasil penelitian menunjukkan bahwa data berdistribusi normal, hubungan variabel bersifat linear, dan tidak terjadi heteroskedastisitas. Hasil uji t menunjukkan bahwa proses berpikir kritis berpengaruh positif dan signifikan terhadap kemampuan menyelesaikan soal HOTS (t hitung = 8,764; Sig. = 0,000 < 0,05). Temuan ini mengindikasikan bahwa semakin tinggi kemampuan berpikir kritis siswa, semakin baik kemampuan mereka dalam menyelesaikan soal HOTS.Penelitian ini memberikan bukti empiris tentang besarnya peran proses berpikir kritis dalam meningkatkan capaian HOTS siswa, sekaligus memperkuat landasan teoritis penerapan PBL dalam kerangka konstruktivisme
Process of Students' Critical Thinking in Solving HOTS Problems in the Problem-Based Learning Model
This study aims to analyse the influence of critical thinking processes on the ability to solve Higher Order Thinking Skills (HOTS) questions in Problem Based Learning (PBL) based learning. The background of this study is based on the importance of critical thinking skills as one of the 21st century competencies that support the achievement of HOTS abilities, but in reality, student achievement is still low. This study uses a quantitative approach with an explanatory method. The sample consists of 60 students selected using purposive sampling. Data were collected through critical thinking questionnaires and HOTS tests. Data analysis used simple linear regression with classical assumption tests as prerequisites. The results showed that the data were normally distributed, the relationship between variables was linear, and there was no heteroscedasticity. The t-test results indicate that critical thinking processes have a positive and significant effect on the ability to solve HOTS questions (t-value = 8.764; Sig. = 0.000 < 0.05). This finding suggests that the higher the students' critical thinking skills, the better their ability to solve HOTS questions. This study provides empirical evidence about the significant role of critical thinking processes in improving students' HOTS achievement, while strengthening the foundations for implementing PBL within a constructivist framework.
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