Keterampilan Berpikir Tingkat Tinggi Siswa dalam Pembelajaran Inkuiri dengan Simulasi PheT: Studi Pendahuluan
DOI:
https://doi.org/10.36312/ej.v2i1.591Keywords:
higher order thinking skills (HOTs), inquiry, PhET simulationAbstract
Penelitian ini bertujuan untuk mengidentifikasi keterampilan berpikir tingkat tinggi siswa (HOTs) dengan indikatro analisis, evalusi, dan mencipta dalam pembelajaran inkuiri dengan simulasi PhET. Penelitian ini merupakan pre-eksperimental dengan one-group pretest-posttest design yang melibatkan 32 siswa sebagai subjek penelitian. Data keterampilan berpikir tingkat tinggi siswa dikumpulkan menggunakan instrument test berbentuk uraian. Keterampilan berpikir tingkat tinggi siswa dianalisis secara deskriptif menggunakan persamaan n-gain dan statistic menggunakan uji paired t-test dan Wilcoxon test dengan bantuan software IBM SPSS versi 23. Hasil penelitian menunjukkan pembelajaran inkuiri dengan simulasi PhET berpengaruh signifikan (p < 0,05) terhadap keterampilan berpikir tingkat tinggi siswa. Hasil analisis peningkatan (n-gain) HOTs siswa juga menunjukkan peningkatan indicator analisis berkategori tinggi (n-gain= 0,8), sedangkan indicator evaluasi dan indicator mencipta berkategori sedang (n-gain= 0,7 dan n-gain= 0,6). Berdasarkan temuan tersebut dapat disimpulkan bahwa pembelajaran inkuiri dengan simulasi PhET dapat meningkatkan keterampilan berpikir tingkat tinggi siswa pada materi bentuk dan perubahan energy.
Students' Higher Order Thinking Skills in Inquiry Learning with PheT Simulation: Pre-Experimental Study
Abstract
This study aims to identify students' higher order thinking skills (HOTs) with indicators of analysis, evaluation, and creation in inquiry learning with PhET simulation. This research is a pre-experimental with one-group pretest-posttest design involving 32 students as research subjects. Data on students' higher order thinking skills were collected using a test instrument in the form of a description. Students' higher order thinking skills were analyzed descriptively using the n-gain equation and statistically using the paired t-test and Wilcoxon test with the help of IBM SPSS version 23 software. The results showed that inquiry learning with PhET simulation had a significant effect (p < 0.05) on students' higher order thinking skills. The results of the analysis of the increase (n-gain) of students' HOTs also showed an increase in the analytical indicators in the high category (n-gain = 0.8), while the evaluation and creation indicators were in the medium category (n-gain = 0.7 and n-gain = 0, 6). Based on these findings, it can be concluded that inquiry learning with PhET simulation can improve students' higher order thinking skills on the form and change of energy.
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