The Influence of the Integrated Problem-based Learning (PBL) Model of High Order Thinking Skills (HOTS) on the Critical Thinking Ability and Science Creativity of High School Students

Abstract

This study was conducted to determine the influence of the integrated high order thinking skills (HOTS) integrated problem based learning (PBL) model on the critical thinking ability and science creativity of SMA Negeri 8 Palu Students on Redox Material and the great influence of the Integrated Problem Based Learning (PBL) high order thinking skills (HOTS) learning model (Towards Critical Thinking Skills and Science Creativity of SMA Negeri 8 Palu Students on Redox Material). The research method used is quantitative research, which that is quasi-experimental with a non-equivalent research design, one group pretest-posttest design with one independent variable, namely the PBL learning model and two dependent variables, namely the ability to think critically and scientific creativity. The population in this study was all 64 students in grade X IPA SMA 8 Palu. Determination of samples based on purposive sampling The class selected as the sample class is X IPA, which amounts to 20 people as an experimental class, and X IPA 2, which amounts to 20 people as a control class. Data collection using critical thinking ability test instruments and science creativity observation sheets. Test the hypothesis with a logistic regression test. Test results for students' critical thinking skills showed Nagelkerke R square significance values of 0.690 > 0.05 with F-count 0.365 > F-Table, which is 54.572. The results of the experimental science creativity analysis increased from 33.75, 35.62, and 38.43 at each meeting. While in the science creativity class from 33.43, 36.43, and 36.87 each meeting. The results showed that there was an influence of the HOTS integrated PBL learning model after being given the test, and there was also an influence on science creativity after being observed with the observation sheet.