The Effect of Conceptual Understanding Procedures Learning Model on Students' Higher Level Thinking Skills
DOI:
https://doi.org/10.23887/jpiundiksha.v12i2.58709Keywords:
Conceptual Understanding Procedures, Higher-Order Thinking Skills, Learning ModelAbstract
Learning activities tend to be teacher-centered with conventional learning methods. In addition, the indicators trained are limited to C4 (analyzing) indicators. This has an impact on students' higher order thinking skills. This study aims to analyze the effect of the conceptual understanding procedures learning model on students' higher order thinking skills. This study uses a quasi-experimental research method with a quantitative research approach. The type of research design used is a non-equivalent control group design. The subjects in this study were students science class in senior high school with a study population of 205 students. The sampling technique used is cluster random sampling. The data collection technique used was a description test of 7 questions then measured using the t test. The results showed that the Conceptual Comprehension Procedure learning model had a significant effect on students' higher order thinking skills. This research has implications for the student learning process so that it can become an evaluation lesson for teachers to improve the quality of learning, especially with regard to training students' higher order thinking skills.
References
Acesta, A. (2020). Analisis Kemampuan Higher Order Thingking Skills (HOTS) Siswa Materi IPA Di Sekolah Dasar. Quagga: Jurnal Pendidikan Dan Biologi, 12(2), 170. https://doi.org/10.25134/quagga.v12i2.2831.
Agustihana, S., & Suparno, S. (2019). Development of HOTS Oriented Cognitive Problems in Thermodynamics for Senior High Schools. Jurnal Penelitian Fisika Dan Aplikasinya (JPFA, 9(1), 44. https://doi.org/10.26740/jpfa.v9n1.p44-54.
Ahmad, R. (2022). Efektivitas Conceptual Understanding Procedures Menggunakan Live Workhseets Terhadap Asesmen Kompetensi Minimum (Akm) di Sekolah Dasar. JKPD (Jurnal Kajian Pendidikan Dasar, 7(1), 45–53. https://doi.org/https://journal.unismuh.ac.id/index.php/jkpd/article/view/6736.
Amri, M. Y. B., Rusilowati, A., & Wiyanto, W. (2017). Penerapan Model Pembelajaran Conceptual Understanding Procedures untuk Meningkatkan Kemampuan Literasi Sains Siswa SMP di Kabupaten Tegal. UPEJ Unnes Physics Education Journal, 6(3), 80–92. https://doi.org/10.15294/upej.v6i3.19262.
Bisri, H. (2020). Aspek dan Dimensi Pengukuran Lingkungan Pembelajaran Berpikir Tingkat Tinggi. Tadbir Muwahhid, 4(2), 139. https://doi.org/10.30997/jtm.v4i2.3130.
Carpendale, J., & Cooper, R. (2021). Conceptual Understanding Procedure to Elicit Metacognition with Pre-Service Physics Teachers. Physics Education, 56(2), 25008. https://doi.org/10.1088/1361-6552/ABC8FD.
Dasilva, B. E., Ardiyati, T. K., Suparno, S., Sukardiyono, S., Eveline, E., Utami, T., & Ferty, Z. N. (2019). Development of Android-Based Interactive Physics Mobile Learning Media (IPMLM) with Scaffolding Learning Approach to Improve HOTS of high school students in Indonesia. Journal for the Education of Gifted Young Scientists, 7(3), 709–731. https://doi.org/10.17478/jegys.610377.
Fatimah, S., Muhsetyo, G., & Rahardjo, S. (2021). Proses Berpikir Tingkat Tinggi Siswa SMP dalam Menyelesaikan Soal Pisa dan Scaffoldingnya. Jurnal Kajian Pembelajaran Matematika, 5(1), 1–12. https://doi.org/10.17977/um076v5i12021p1-12.
Fauzi, A. H., Rizal, M., & Arifianti, R. (2018). Corporate Entrepreneurship In SMEs: A Systematic Mapping Study. Jurnal Manajemen Pelayanan Publik, 2(1), 55–63. https://doi.org/https://jurnal.unpad.ac.id/jmpp/article/view/21575/10556.
Finnegan, M., & Ginty, C. (2019). Moodle and Social Constructivism: Is Moodle Being Used as Constructed? A Case Study Analysis of Moodle Use in Teaching and Learning in an Irish Higher Educational Institute. AISHE-J, 11(1), 1–21. https://doi.org/https://ojs.aishe.org/index.php/aishe-j/article/view/361.
Gita, A., Murnaka, N. P., & Sukmawati, K. I. (2018). Penerapan Model Pembelajaran Conceptual Understanding Procedures (CUPS) sebagai Upaya Mengatasi Miskonsepsi Matematis Siswa. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 2(1), 65–76. https://doi.org/10.31331/medives.v2i1.521.
Gul, R., Kanwal, S., & Khan, S. S. (2020). Preferences of the Teachers in Employing Revised Blooms Taxonomy in their Instructions. Sjesr, 3(2), 258–266. https://doi.org/10.36902/sjesr-vol3-iss2-2020(258-266).
Hasan, M., Maulidyanti, H., Tahir, M. I. T., & Arisah, N. (2022). Analisis Keterampilan Berpikir Kritis Peserta Didik Melalui Kegiatan Literasi. Ideas: Jurnal Pendidikan, Sosial, Dan Budaya, 8(2), 477–486. https://doi.org/https://jurnal.ideaspublishing.co.id/index.php/ideas/article/view/698.
Heryani, Y. (2023). Pengembangan Bahan Ajar Matematika pada Model Pembelajaran Exploration, Communication, Clarification Berbasis Teori Valsiner untuk Meningkatkan Higher Order Thinking Skills (HOTS) Matematika. Teorema: Teori Dan Riset Matematika, 8(1), 140. https://doi.org/10.25157/teorema.v8i1.9536.
Hidayah, I. R., Kusmayadi, T. A., & Fitriana, L. (2021). Minimum Competency Assessment (AKM): An Effort To Photograph Numeracy. Journal of Mathematics and Mathematics Education, 11(1), 14–20. https://doi.org/10.20961/jmme.v11i1.52742.
Husodo, K. T., Dyah, C., & Susantiningrum. (2019). Pengaruh Persepsi Siswa tentang Strategi Pembelajaran dan Kelompok Teman Sebaya terhadap High Order Thinking Skills Siswa pada Mata Pelajaran Administrasi Sarana dan Prasarana. JIKAP (Jurnal Informasi Dan Komunikasi Administrasi Perkantoran, 3(2), 78–86. https://doi.org/https://jurnal.uns.ac.id/JIKAP/article/view/32786.
Ichsan, I. Z., & Fatimah, O. Z. S. (2022). HOTS-Resyenvair: Pengembangan Pembelajaran Sistem Respirasi Manusia Berbasis Masalah Pencemaran Lingkungan Hidup di Udara. Jurnal Biotek, 10(2), 155–166. https://doi.org/10.24252/jb.v10i2.33708.
Istiyono, E., & Suyoso. (2019). The Developing and Calibration of PhysEDiTHOTS Based on IRT and IQF for Students. HOTS Diagnostic. Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/1742-6596/1233/1/012038.
Jampel, I. N., Fahrurrozi, Artawan, G., Widiana, I. W., Parmiti, D. P., & Hellman, J. (2018). Studying natural science in elementary school using nos-oriented cooperative learning model with the NHT type. Jurnal Pendidikan IPA Indonesia, 7(2), 138–146. https://doi.org/10.15294/jpii.v7i2.9863.
Johansson, E. (2020). The Assessment of Higher-order Thinking Skills in Online EFL Courses: A Quantitative Content Analysis. NJES Nordic Journal of English Studies, 19(1), 224–256. https://doi.org/10.35360/njes.519.
Ladin, C. A., Omar, I. M., Balakrishnan, V., Kamaruddin, A. Y., & Mamat, S. (2021). Konsep Dan Aplikasi Kemahiran Melakar Aras Tinggi (KMAT) Dalam Pengkaryaan Seni Visual Pelajar Sekolah Menengah. Sains Insani, 6(2). https://doi.org/10.33102/sainsinsani.vol6no2.287.
Lestari, I. D., Japar, M., & Sapriati, A. (2022). The Effect of Problem Posing, CUPs and Critical Thinking on HOTS-Based Learning Achievement. AL-ISHLAH: Jurnal Pendidikan, 14(3), 4371–4380. https://doi.org/10.35445/alishlah.v14i3.737.
Mayasari, D., Yuliantika, E., & Desti, N. (2022). Pengembangan Lembar Kerja Siswa Model Kooperatif untuk Meningkatkan Hasil Belajar Matematika Siswa Melalui Lesson Study. Jurnal Cendekia: Jurnal Pendidikan Matematika, 6(1), 1195–1202. https://doi.org/https://j-cup.org/index.php/cendekia/article/view/393.
Minarni, A., & Napitupulu, E. E. (2020). The Role of Constructivism-Based Learning in Improving Mathematical High Order Thinking Skills of Indonesian Students. Infinity Journal, 9(1), 111. https://doi.org/10.22460/infinity.v9i1.p111-132.
Ningsih, W. (2018). Pengaruh Pembelajaran Fisika Menggunakan Model Pembelajaran Contextual Teaching and Learning (CTL) dan Paikem terhadap Minat Belajar Siswa di SMP Negeri 33 Semarang. Jurnal Penelitian Pembelajaran Fisika, 5(1), 1. https://doi.org/10.26877/jp2f.v5i1.2355.
Nurfadilah, N., Asra, R., & Syaiful, S. (2021). Pengaruh Model Pembelajaran Predict Observe Explain dan Motivasi terhadap Higher Order Thinking Skills Siswa. Biodik, 7(2), 143–152. https://doi.org/10.22437/bio.v7i2.12065.
Prakash, R., & Litoriya, R. (2022). Pedagogical Transformation of Bloom Taxonomy’s LOTs into HOTs: An Investigation in Context with IT Education. Wireless Personal Communications, 122(1), 725–736. https://doi.org/10.1007/s11277-021-08921-2.
Ramadhan, S., Mardapi, D., Kun, Z., & Budi, H. (2019). The Development of an Instrument to Measure the Higher Order Thinking Skill in Physics. European Journal of Educational Research, 8(3), 743–751. https://doi.org/10.12973/eu-jer.8.3.743.
Ratnasari, R., Haris, A., & Azis, A. (2021). Studi Kemampuan Berpikir Tingkat Tinggi Fisika di SMA. Jurnal Sains Dan Pendidikan Fisika, 17(1), 57. https://doi.org/10.35580/jspf.v17i1.19063.
Rohim, D. C. (2019). Strategi Penelitian Soal Berbasis HOTS pada Pembelajaran Matematika SD. BRILIANT: Jurnal Riset Dan Konseptual, 4(4), 436–446. https://doi.org/10.28926/briliant .v3i4.374.
Saepuzaman, D., Istiyono, E., & Haryanto, H. (2022). Analysis of HOTS Instrument for Prospective Physics Teacher Using Generalized Partial Credit Model. Ideas: Jurnal Pendidikan, Sosial, Dan Budaya, 8(4), 1341. https://doi.org/10.32884/ideas.v8i4.976.
Saputro, M. N. A., & Pakpahan, P. L. (2021). Mengukur Keefektifan Teori Konstruktivisme dalam Pembelajaran. Journal of Education and Instruction (JOEAI), 4(1), 24–39. https://doi.org/10.31539/joeai.v4i1.2151.
Sarah, F., Khaldun, I., & Gani, A. (2021). The Development Higher Order Thinking Skill (Hots) As Questions In Chemistry Study (Solubility And Solubility Product Constant). Jurnal Pendidikan Sains (Jps), 9(1), 51. https://doi.org/10.26714/jps.9.1.2021.51-60.
Saraswati, P. M. S., & Agustika, G. N. S. (2020). Kemampuan berpikir tingkat tinggi dalam menyelesaikan soal HOTS mata pelajaran matematika. Jurnal Ilmiah Sekolah Dasar, 4(2), 257–269. https://doi.org/10.23887/jisd.v4i2.25336.
Saregar, A., Latifah, S., & Sari, M. (2016). Efektivitas Model Pembelajaran CUPs: Dampak Terhadap Kemampuan Berpikir Tingkat Tinggi Peserta Didik Madrasah Aliyah Mathla’ul Anwar Gisting Lampung. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 5(2), 233–244. https://doi.org/10.24042/jpifalbiruni.v5i2.123.
Sari, F. Y., Supriadi, N., & Putra, R. W. Y. (2022). Model Pembelajaran CUPs Berbantuan Media Handout: Dampak terhadap Kemampuan Pemahaman Konsep Matematis ditinjau dari Gaya Kognitif. Mosharafa: Jurnal Pendidikan Matematika, 11(1), 95–106. https://doi.org/10.31980/mosharafa.v11i1.1128.
Sastypratiwi, H., & Nyoto, R. D. (2020). Analisis Data Artikel Sistem Pakar Menggunakan Metode Systematic Review. JEPIN (Jurnal Edukasi Dan Penelitian Informatika, 6(2), 250–257. https://doi.org/https://jurnal.untan.ac.id/index.php/jepin/article/view/40914.
Septiyani, E., Ramdhan, B., & Juhanda, A. (2020). Profil Kemampuan Metakognitif Siswa Pada Pembelajaran Ipa Kelas Vii Di Smpn 13 Kota Sukabumi. Jurnal Biotek, 8(1), 1. https://doi.org/10.24252/jb.v8i1.13356.
Siregar, S. D., Khairina, N., Dohot Siregar, S., & Khairina, N. (2020). Media Pembelajaran Jurnal Pendidikan Fisika. 63(1). http://jurnal.unimed.ac.id/2012/index.php/jpf.
Slameto, S. (2018). Penerapan Cooperative Learning untuk Meningkatkan HOTS. Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar, 4(1), 124–140. https://doi.org/10.31932/jpdp.v4i1.19.
Sosibo, Z. C. (2019). Self-assessment: A learner-centred approach towards transforming traditional practices and building self-directed learners. South African Journal of Higher Education, 33(5), 76–97. https://doi.org/10.20853/33-5-3586.
Sugiyono, A. (2018). Metode Penelitian Pendidikan Pendekatan Kualitatif, Kuantitatif dan R & D. Alfabeta, Bandung.
Sugrah, N. (2019). Implementasi Teori Belajar Konstruktivisme dalam Pembelajaran Sains. Humanika, Kajian Ilmiah Mata Kuliah Umum, 19(2), 121–138. https://scholar.archive.org/work/ltqyqhnl7jbvnkfgcjfrfjjqbm/access/wayback.
Tulljanah, R., & Amini, R. (2021). Model Pembelajaran RADEC sebagai Alternatif dalam Meningkatkan Higher Order Thinking Skill pada Pembelajaran IPA di Sekolah Dasar. Systematic Review. Jurnal Basicedu, 5(6), 5508–5519. https://doi.org/10.31004/basicedu.v5i6.1680.
Umami, R., Rusdi, M., & Kamid, K. (2021). Pengembangan instrumen tes untuk mengukur higher order thinking skills (HOTS) berorientasi programme for international student asessment (PISA) pada peserta didik. JP3M (Jurnal Penelitian Pendidikan Dan Pengajaran Matematika, 7(1), 57–68. https://doi.org/10.37058/jp3m.v7i1.2069.
Widyaningsih, S. W., Yusuf, I., Prasetyo, Z. K., & Istiyono, E. (2021). The development of the hots test of physics based on modern test theory: Question modeling through e-learning of moodle lms. International Journal of Instruction, 14(4), 51–68. https://doi.org/10.29333/iji.2021.1444a.
Windasari, A. D., & Cholily, Y. M. (2021). Analisis Kemampuan Berpikir Kreatif Siswa Memecahkan Masalah HOTS dalam Setting Model Kooperatif Jigsaw. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(1), 623–631. https://doi.org/10.31004/cendekia.v5i1.462.
Yulianti, E., Sulistri, E., & Rosdianto, H. (2020). Pengaruh Model Pembelajaran Conceptual Understanding Prosedures terhadap Kemampuan Berpikir Kritis Siswa pada Materi Getaran dan Gelombang. JPF (Jurnal Pendidikan Fisika, 8(1), 9–17. https://doi.org/10.24252/JPF.V8I1.10693.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Wahyu Nurhidayat, Endang
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Jurnal Pendidikan Indnesia agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
