Application of innovative learning models in responding to learning motivation and optimizing students' HOTS
DOI:
https://doi.org/10.51468/jpi.v7i1.837Keywords:
Innovative Learning Models, Project Based Learning, Guided Inquiry, Learning Motivation, HOTSAbstract
Several phenomena that need to be addressed in economic learning, such as the tendency of differences in learning motivation in each student accompanied by problem-solving skills that still need to be accustomed to, show that the achievement of HOTS for them is still far from expectations. Responding to these conditions, an in-depth study is needed to implement an innovative learning model by paying attention to the differences in learning motivation in each student. This study was undertaken in experimental research by conducting trials of different innovative learning models, with the hope of accommodating differences in learning motivation that arise during learning. In the interest of this research, the Project Based Learning model and the Guided Inquiry learning model were determined. Both learning models are innovative learning models of the 21st century that are often recommended in learning in various curricula that apply today. This innovative learning model also has the potential to trigger the achievement of HOTS for students. This study uses a quantitative method with a type of pseudo-experiment (pseudo-experiment) which involves 3 variables, namely independent variables, attribute variables and non-free variables (bound). In this design, each variable has two levels, namely the learning model (A) as a treatment-free variable, which consists of the Project Based Learning (A1) model and the Guided Inquiry (A2) learning model. Furthermore, learning motivation (B) as an attribute variable consisting of high learning motivation (B1) and low learning motivation (B2). While the bound variable is students' critical thinking in economics subjects. This critical thinking will be analyzed based on student learning motivation data after being sorted from the highest to the lowest data in each treatment group using the applicable rules. The design of this study used a treatment analysis by level 2x2. The results of a research study based on several tests conducted showed that there was a significant interaction between innovative learning models and the level of learning motivation on students' HOTS achievement. The effectiveness of learning models in increasing HOTS differs between students with high learning motivation and students with low learning motivation. For students with high learning motivation, it is recommended to use the Project-Based Learning (PjBL) learning model in economic learning. Meanwhile, in students with low learning motivation, the Guided Inquiry learning model tends to be more effective than the PjBL learning model.
References
Abidah, A., Hidaayatullaah, H. N., Simamora, R. M., Fehabutar, D., & Mutakinati, L. (2020). The Impact of Covid-19 to Indonesian Education and Its Relation to the Philosophy of “Merdeka Belajar”. Studies in Philosophy of Science and Education, 1(1), 38–49. https://doi.org/10.46627/sipose.v1i1.9
Apsoh, S., Setiawan, A., & Marsela, M. (2023). Pengaruh Model Project Based Learning Terhadap Kemampuan Berpikir Kritis Siswa. JUPEIS : Jurnal Pendidikan Dan Ilmu Sosial, 2(3), 174–185. https://doi.org/10.57218/jupeis.vol2. iss3.783
Ariska, A., Simanullang, A. F., & Lumbangaol, S. T. P. (2022). Pengaruh Model Pembelajaran Guided Inquiry terhadap Keterampilan Berpikir Kritis Fisika Siswa di SMA Swasta Tamansiswa Tapian Dolok T.A.2022/2023. Jurnal Pendidikan dan Konseling, 4(6), 742–750.
Astri, E. K., Siburian, J., & Hariadi, B. (2022). Pengaruh Model Project Based Learning terhadap Keterampilan Berpikir Kritis dan Berkomunikasi Peserta Didik. BIODIK: Jurnal Ilmiah Pendidikan Biologi, 8(1), 51–59. https://doi.org/10.22437/bio.v8i1.16061
Baharuddin, M. R. (2021). Adaptasi Kurikulum Merdeka Belajar Kampus Merdeka (Fokus: Model MBKM Program Studi). Jurnal Studi Guru dan Pembelajaran, 4(1), 195–205. https://www.ejournal.my.id/jsgp/article/view/591
Budayani, N. K. S., & Meitriana, M. A. (2023). Efektivitas Model Pembelajaran Project Based Learning Berbantuan Mind Map terhadap Keterampilan Berpikir Kritis dalam Pembelajaran Ekonomi pada Siswa Kelas X di SMAS Dharma Kirti Sengkidu. Ekuitas: Jurnal Pendidikan Ekonomi, 11(1), 86–97.
Darmuki, A., & Alfin Hidayati, N. (2023). Model Project Based Learning untuk Meningkatkan Keterampilan Berpikir Tingkat Tinggi. Jurnal Educatio FKIP UNMA, 9(1), 15–22. https://doi.org/10.31949/educatio.v9 i1.3064
Dayanti, R. E., Yunitasari, A., Fisabilillah, A., Rengganis, M. P., & Apriandi, D. (2024). Pengaruh Motivasi Belajar Terhadap Kemampuan Berpikir Kritis Siswa SMP Negeri 2 Magetan. Jurnal Review Pendidikan dan Pengajaran, 7(1), 593–599.
Dilah, S. (2023). Peran Pembelajaran Ipa Berbasis Higher Order Thinking Skills (HOTS) di SD Kelas Tinggi Era Society 5.0. Pendas: Jurnal Ilmiah Pendidikan Dasar, 8(2), 3197–3208.
Fauzi, K. M. A., Dirgeyase, I. W., & Priyatno, A. (2019). Building Learning Path of Mathematical Creative Thinking of Junior Students on Geometry Topics by Implementing Metacognitive Approach. International Education Studies, 12(2), 57. https://doi.org/10.5539/ies.v12n2p57
Fitriyah, A., & Ramadani, S. D. (2021). Pengaruh Pembelajaran Steam Berbasis PjBL (Project-Based Learning) Terhadap Keterampilan Berpikir Kreatif dan Berpikir Kritis. Jurnal Perspektif Mahasiswa, X(1), 209–226.
Harahap, H. S., & Harahap, N. A. (2021). Pengaruh Model Pembelajaran Guided Inquiry Dan Modified Free Inquiry Terhadap Kemampuan Berpikir Kritis Siswa Pada Materi Pencemaran Lingkungan di SMA Negeri 1 Kotapinang. Bio-Lectura: Jurnal Pendidikan Biologi, 8(2), 119–128.
Jannah, D. R. N., & Atmojo, I. R. W. (2022). Media digital dalam memberdayakan kemampuan berpikir kritis abad 21 pada pembelajaran IPA di sekolah dasar. Jurnal Basicedu, 6(1), 1064–1074.
Maruwae, A. (2022). TELAAH HASIL BELAJAR, Strategi Pembelajaran dan Gaya Kognitif. Penerbit: CV. Literasi Nusantara Abadi.
Mulyati, S., Nuryatin, A., & Pratiwi, R. T. (2023). Penerapan Model Guided Inquiry Terhadap Kemampuan Berpikir Kritis Dengan Variabel Moderator Motivasi Belajar. Equilibrium: Jurnal Penelitian Pendidikan dan Ekonomi, 20(2), 223–230.
Pratiwi, N., Ahman, E., & Disman. (2023). Efektivitas Model Project Based Learning (PjBL) dalam Pembelajaran Ekonomi SMA pada Kurikulum Merdeka. Jurnal Neraca: Jurnal Pendidikan dan Ilmu Ekonomi Akuntansi, 7(2), 143–154.
Pratiwi, S. N., Cari, C., & Aminah, N. S. (2019). Pembelajaran IPA abad 21 dengan literasi sains siswa. Jurnal Materi Dan Pembelajaran Fisika, 9(1), 34–42.
Putra, M. (2021). Pengaruh Metode Pembelajaran Inkuiri Terbimbing Dan Pemecahan Masalah Terhadap Kemampuan Berpikir Kritis. JAMBURA ECONOMIC EDUCATION JOURNAL, 3(2), 72–84.
Siregar, P. F., Tanjung, I. F., & Khairuddin. (2022). Pengaruh Model Pembelajaran Guided Inquiry Terhadap Berpikir Kritis dan Hasil Belajar Siswa di MAS PAB 2 Helvetia Deli Serdang. BIODIK: Jurnal Ilmiah Pendidikan Biologi, 8(1), 80–89.
Sudirman, E. W., Danial, M., Syahrir, M. (2019). Pengaruh Model Pembelajaran dan Motivasi Belajar terhadap Pemahaman Konsep dan Kemampuan Berpikir Kritis Peserta Didik. Chemistry Education Review, Pendidikan Kimia PPs UNM, 3(1), 67–77.
Sugiyono. (2019). Metodologi Penelitian Kuantitatif, Kualitatif dan R&D (Cetakan 28). Penerbit: Alfabeta.
Suhaedin, E., Ilham, R., Ambiyar, & Sari, R. E. W. (2024). Pengaruh Model Pembelajaran Berbasis Proyek terhadap Kemampuan Berpikir Kritis Siswa SMK: Sebuah Tinjauan Literatur. Journal on Education, 7(1), 3601–3608.
Tamboto, H. J. D., Taroreh, J., & Sukriyaningsih, N. K. (2021). Pengaruh Penggunaan Model Pembelajaran Terhadap Kemampuan Berpikir Tingkat Tinggi Siswa Pada Mata Pelajaran Ekonomi di SMA Swadharma Werdhi Agung. Literacy: Jurnal Pendidikan Ekonomi, 2(1), 151–164.
Wilujeng, E., Sari, N. E., Berlianantiya, M. (2022). Penerapan pembelajaran berbasis proyek (project based learning) untuk peningkatan high order thinking skills siswa kelas X otomatisasi perkantoran pada pembelajaran ekonomi dan bisnis di SMK Negeri 5 Kota Madiun. Seminar Nasional Sosial Sains, Pendidikan, Humaniora, 1(1), 420–428
Yuliana, L. M., Widjaja, S. U. M. (2021). Implementasi Pembelajaran Berbasis Proyek (Project-Based Learning) Untuk Peningkatan High Order Thinking Skills Siswa SMA Pada Pembelajaran Ekonomi. Jurnal Ekonomi, Bisnis Dan Pendidikan, 1(12), 1195–1207.
Zebua, N. (2024). Studi Literatur: Peranan Higher Order Thinking Skills Dalam Proses Pembelajaran. Edukasi Elita: Jurnal Inovasi Pendidikan, 1(2), 92–100. https://doi.org/10.62383/edukasi.v1i2.110
