The Effectiveness of the Implementation of Three Dimensions Geometry KARA Module on Higher Order Thinking Skills(HOTS) and Motivation

Abstract

The development and use of the KARA module can help students fully understand learning three dimensions of geometry. This module applies the learning method of concrete experience, reflective observation, abstract conceptual, and active experimentation (KARA) to overcome abstract three-dimensional geometry and improve students' HOTS ability and motivation. This study aims to identify the KARA module's effectiveness on the students' higher-order thinking skills (HOTS) and mathematical learning motivation. The design of this study is a quasi-experimental study with pre and post-test forms involving 164 secondary school students in Pekanbaru, Indonesia. The data were collected using open HOTS questions and a mathematical learning motivation questionnaire. The inferential statistical analysis involves Two-Way ANOVA and MANOVA. The experimental study's findings showed a significant difference in mathematical HOTS based on the groups. There were significant differences and interactions between groups based on students' ability level for HOTS. The mean scores of students 'mathematical learning motivation indicate significant differences and effects of interaction on students' abilities. Furthermore, there were significant differences in mathematics learning motivation between groups and genders. There are implications from the research data regarding education needed, teaching, learning practices, school, and theoretical terms. This study contributes to the KARA module, teaching and learning practices, instruments evaluation for the KARA module, HOTS, and mathematical learning motivation instruments.