Implementation
of Levels of Inquiry Model in Improving Students' HOTS on Fluid Material
Tia Kuraesin1, Lina Aviyanti2, Harun
Imansyah3, Amalia Weka Gani4
Universitas
Pendidikan Indonesia, Indonesia
����������������������
|
Keywords |
Abstract |
|
Fluid,
Higher Order Thinking Skills (HOTS), Levels of Inquiry (LoI) |
This research is motivated by the low level of students'
higher order thinking skills (HOTS) in physics. The purpose of this study is
to determine how the application of Levels of Inquiry (LoI) learning model in
improving students' HOTS. The research design used was a quasi-experiment
involving grade XI students in one of the high schools in Bandung City with a
research sample of 35 students in the experimental class and 25 students in
the control class. The instruments used in this study were higher order thinking
skills test in the form of two-level multiple choices for fluid material and
observation sheet of learning model implementation. Data analysis techniques
include N-Gain, hypothesis testing and effect size. The results of the
analysis showed that the application of the LoI learning model in the
experimental class was in the excellent category and could improve students'
HOTS in the moderate category with an N-gain value of 0.53. In the control
class, the application of the conventional learning model can improve
students' HOTS in the low category with an N-gain score of 0.18. In addition,
the analysis of the Mann-Whitney test results showed that there was a
significant difference in students' HOTS between the experimental group and
the control group with an effect size in the very large category. This
research proves that the application of the LoI learning model is effective
in improving students' HOTS in fluid materials. |
Corresponding Author : Tia Kuraesin
E-mail: [email protected]
INTRODUCTION
Education in the industrial revolution 4.0 has an important
role in advancing a nation. Quality education that is relevant to the demands
of the times and is able to meet the needs of the world of work is needed to
prepare students to be able to compete in the era of globalization. Education
should be able to produce human resources who have the abilities or soft skills
needed in the 21st century. The characteristics of 21st century education are
students who have high-level thinking skills and are able to innovate, master
the use of various learning media, and utilize information (Abidin
2014) . Meanwhile, there are two basic
elements in the Independent Curriculum that students must have, namely critical
thinking and creative thinking (Culture
2020) .
21st century education requires a paradigm shift in the
learning process that focuses on providing students with skills that are
competitive and able to face the demands of the times. Barr and Tagg (1995)
stated that the 21st century educational paradigm is based on paradigms
learning. Students are said to be able to solve a problem if they can use their
knowledge in new situations and are able to research a problem. This ability is
known as Higher Order Thinking Skills (HOTS) or high-level thinking skills.
HOTS students reflect skills in thinking critically,
creatively and analytically regarding information and data, as well as the
ability to solve problems (Jannah et
al. 2022) . Brookhart (2010) defines HOTS
as the process of transferring a problem and then using critical thinking to
find a solution to the problem. In addition, Bloom (in Anderson and Krathwohl,
2010) explains that thinking is part of the cognitive domain which is classified
into six cognitive hierarchies, namely knowledge, understanding, application, analysis,
assessing. (Evaluation), and creating (create) (Elmrabit
et al. 2020);(Bonavantura
and Senudin 2020). In general, the cognitive
domain is divided into Lower Order Thinking Skills (LOTS), namely the ability
to remember (C1), understand (C2), and apply (C3), while Higher Order Thinking
Skills (HOTS) abilities include the ability to analyze (C4), evaluate ( C5),
and creating (C6) (Anderson and Krathwohl, 2001, p.30).
The ability to think at a higher level and develop critical
thinking requires training related to finding methods, compiling explanations,
making hypotheses, generalizing, and documenting findings supported by evidence
(Eggen & Kauchak, 2012). Learning that involves students in higher level
thinking requires the use of learning strategies that lead to active students (student
centered), and inquiry activities so that students have the opportunity to
observe various phenomena and carry out further investigations.
This approach is characteristic of the Merdeka Curriculum
and the 2013 Curriculum. Effective learning strategies will help students to
hone and improve high-level thinking skills (HOTS). Therefore, teachers play a
very important role in determining appropriate learning strategies or
approaches in the learning and teaching process in the classroom. As stated in
Law no. 14 of 2005 which states that "teachers are professional educators
with the main task of educating, teaching, guiding, directing, training, assessing
and evaluating students in early childhood education in formal education, basic
education and secondary education" (Ariani
2021) ;(Elwy et
al. 2020)
Physics is a complex branch of science, so studying it
requires high-level thinking skills (HOTS). According to Azmi et al. (2016),
physics learning consists of product aspects that contain a combination of knowledge
about generalizations, concepts, principles, laws, physical theories, as well
as a process consisting of a series of scientific activities in investigating
physical phenomena and developing knowledge (Azmi,
Rahayu, and Hikmawati 2016 ) . Therefore, teachers are
expected to be able to facilitate HOTS learning for students by utilizing
appropriate media, models, methods and learning strategies that are related to
the characteristics of the material and conditions of the students' learning
environment, and can create a fun and meaningful learning atmosphere.
According to the results of research conducted by Sutrisno
(2021), there is a problem that is often faced by students, namely the low
level of high-level thinking skills of high school students, especially in
physics lessons (Saddia et
al. 2021) ;(Hermino
and Arifin 2020);(Pang et
al. 2018). In this research, factors were
found that caused students' low level of high-level thinking skills, including
learning tools that were less innovative, learning delivery that did not
involve students' thinking skills and activeness. Ariansyah's (2019) research
results show that high school students' HOTS in physics lessons is still in the
low category with an average score of 39%. This is based on student achievement
in each HOTS indicator, namely analyzing, evaluating, creating which is still
low (Ariansyah
and Arsyid 2019) . Therefore, HOTS students need
to be trained and improved in classroom learning activities.
Based on the results of a preliminary study at one of the
public high schools in Bandung in the form of class observations and interviews
with physics teachers, it was found that student learning outcomes were
unsatisfactory and there were obstacles faced by physics teachers in training
students' HOTS in the classroom. The first problem is that students are rarely
trained to think at a higher level in physics learning, so they are less
accustomed to solving physics problems that require HOTS.
Second, students are not facilitated to conduct learning
experiences that hold higher order thinking skills due to the lack of
utilization of laboratory equipment and experimentation or investigation
activities in the classroom due to limited practical equipment (Muhajirah
2020). Students tend to listen and pay
attention to illustrations given by the teacher (teacher-centered) (Greenhow
and Askari 2017). In fact, teachers do not
provide opportunities and involve students in the learning process, so students
are less trained in using and conveying the results of their thinking based on
their understanding and knowledge (Fink
2003). The interview results provide
information that the teacher realizes that students' higher order thinking
skills (HOTS) are still lacking and need to be improved.
The solution that is seen to be able to overcome problems
related to students' low level of high-level thinking skills (HOTS) is through
the application of inquiry -based learning. One inquiry learning method that is
systematic and comprehensive, and can hone students' high-level thinking
skills, is the Levels of Inquiry (LoI) learning model. The LoI learning model
provides students with the opportunity to ask questions, investigate, and gain
a deeper understanding of the material being studied. In addition, through the
application of the LoI learning model, students are gradually given the
opportunity to carry out experiments, apply concepts to real world situations,
and gain knowledge through a collaborative process (Ariansyah
and Arsyid 2019) . Inquiry learning activities
that follow the Levels of Inquiry hierarchy will first train simpler skills
before practicing more complex skills (Wenning, 2005).
One of the physics materials that high school students
consider abstract is fluids. As stated by Jannah et al . ) . Exploration of material can be
seen in the surrounding environment, but students have difficulty connecting
the material obtained in class with applications in real life. Based on the
background that has been explained, researchers are interested in investigating
whether the application of the Levels of Inquiry learning model can increase
high school students' HOTS, especially in fluid material.
RESEARCH METHODS
The research method used is a quantitative method with the
matching-only pretest posttest control group design as shown in Figure 1.
Table 1. Matching-only pretest posttest research
design
control group design
|
Treatment Group |
m |
O |
X |
O |
|
Control Group |
m |
O |
C |
O |
with:
O
��������� = initial measurement and final
measurement
The sampling technique used purposive sampling where two
classes were selected as research samples, namely the experimental class with
35 students and the control class with 25 students. The students selected as
research samples were students who had not received learning about Fluid
material. The instrument used in this research is a test of higher order
thinking skills (HOTS) in the form of two-tier multiple choices which is
distributed during the pretest and posttest. The observation sheet for the
implementation of the LoI learning model is used to assess the implementation
of learning based on the syntax of the LoI learning model applied in the
experimental class.
Test the construct validity of
the HOTS items using the Aiken's V index involving experts (lecturers and
physics subject teachers) by filling in the validation sheet for repair quality
instrument HOTS test which used in this research. Measuring expert validation
sheet three aspects which include material, construct and grammar aspects. The
results of construct validity are presented in Table 1 below.
Table
2. Construct Validity Results of the HOTS Instrument
|
Assessment
Aspects |
Fluid |
|
|
Average
V Value |
Category |
|
|
Material Aspects |
0.85 |
Very Valid |
|
Construction Aspects |
0.90 |
Very Valid |
|
Grammar |
0.87 |
Very Valid |
Based on Table 1, the results of the average V value for
each aspect of the assessment of the HOTS instrument show a value above 0.80,
so it can be concluded that the HOTS question items on Fluid material in all
aspects are in the very valid category and are worthy of being tested.
The empirical validity of the HOTS question items was tested
on 48 students at one of the state high schools in Bandung who had received
Fluid material. The results of testing the HOTS items showed that a total of 27
HOTS items were declared valid and reliable in the very high category with a
Cronbach's alpha reliability coefficient of 0.9. Thus, the HOTS instrument was
used for further research during the pretest and posttest.
In this research, the application of the LoI model was used
in the experimental class, while in the control class the conventional model
was applied to determine the increase in students' HOTS in Fluid material
through N-Gain analysis. The equation used to calculate the N-Gain score is as
follows.
With: (1)
The
ideal score is the highest score.
The N-Gain score
data obtained was then interpreted based on the categories in Table 3.
Table
3. Interpretation of N-Gain scores (Sundayana, 2014)
|
N-Gain Score |
Interpretation |
|
G < 0.7 |
Tall |
|
|
Currently |
|
G < 0.3 |
Low |
The data collected from the pretest and posttest results
were processed using statistical tests consisting of prerequisite tests and
hypothesis tests with the help of IBM SPSS software version 26. The
prerequisite test consists of normality and homogeneity tests. Normality test
was conducted to determine whether the pretest and posttest data were normally
distributed. The normality test used in this study is Saphiro-Wilk. The basis
for decision making in the Saphiro-Wilk normality test is as follows: (1) if
the significance value (Sig.) is greater than 0.05 then the data is normally
distributed; (2) if the significance value (Sig.) is smaller than 0.05 then the
data is not normally distributed. The homogeneity test was conducted to
determine whether there was variance in the research data. The decision-making
basis for the homogeneity test used is as follows: (1) if the significance
value (Sig.) on based on mean is more than 0.05, then the data is homogeneous;
(2) if the significance value (Sig.) on based on mean is less than 0.05, then
the data is not homogeneous.
After the prerequisite testing is fulfilled, then the
hypothesis test is carried out. The hypothesis test interpretation criteria
used are as follows: (1) if the Asymp. Sig. value is smaller than 0.05, then H0
is rejected and H1 is accepted; (2) if the Asymp. Sig. value is greater than
0.05, then H0 is accepted and H1 is rejected. The hypotheses proposed in this
study are:
H0: There is no significant difference in the improvement of
higher order thinking skills (HOTS) between groups of students who get Levels of
Inquiry (LoI) learning and groups of students who get conventional learning.
H1: There is a significant difference in the improvement of
higher order thinking skills (HOTS) between groups of students who received
Levels of Inquiry (LoI) learning and groups of students who received
conventional learning.
Furthermore, the calculation of the effectiveness value of
the learning model is used to determine how much difference between the
experimental class and the control class for the variable of higher order
thinking skills which is analyzed based on the results of the effect size
calculation. The equation used to calculate the effect size in this study is
using Cohen's equation shown in the following equation (Ialongo
2016) . (2)
With
Then,
the results of Cohen's d calculations are interpreted based on Table 3 below.
Table
4. Interpretation of Cohen's d values (Ialongo 2016)
|
Cohen's d value |
Interpretation |
|
|
Big |
|
|
Currently |
|
|
Small |
|
|
Not enough |
The implementation of the LoI learning model syntax was
obtained from the results of filling in the observation sheet involving three
observers during four meetings. The answer options in the observation sheet are
implemented and not implemented. The implemented option gets a score of 1 and
the option that is not implemented gets a score of 0. Then the results are
processed using a percentage calculation of the total number of implementations
of the LoI learning model with the following equation.
|
|
(3) |
The calculation results are then interpreted in the
classification of learning implementation in Table 4 below.
Table
5. Classification of Learning Implementation
|
Implementation of
Learning (%) |
Category |
|
|
Very good |
|
|
Good |
|
|
Enough |
|
|
Not enough |
|
|
Very less |
Koswara
(in Clarisa, 2020)
RESULTS AND DISCUSSION
Data collected through the pretest and posttest are processed
using statistical tests consisting of prerequisite tests, hypothesis tests, and
N-gain tests. The prerequisite tests consist of a normality test and a
homogeneity test. The results of the normality test are shown in Table 6 below.
Table
6. Normality Test of Higher Order Thinking Skills (HOTS)
|
Data
Group |
Learning
model |
Kolmogorov-Smirnov |
Conclusion |
||
|
Statistics |
et
al |
sig. |
|||
|
Pretest |
Levels of Inquiry |
0.148 |
35 |
0.050 |
Normal |
|
Conventional |
0.177 |
25 |
0.042 |
Abnormal |
|
|
Posttest |
Levels of Inquiry |
0.141 |
35 |
0.075 |
Normal |
|
Conventional |
0.193 |
25 |
0.017 |
Abnormal |
|
The
pretest and posttest significance values for the Levels of Inquiry learning
model (experimental class) are greater than 0.05 so it can be concluded that
the data is normally distributed. Meanwhile, the pretest and posttest data for
the conventional learning model (control class), both have a significance value
smaller than 0.05, so it can be concluded that the data is not normally
distributed. Next, a homogeneity test was carried out to determine whether
there was variance in the data. Table 6 shows the results of the homogeneity
test for each class.
Table
7. Homogeneity Test of Higher Order Thinking Skills (HOTS)
|
Data
Group |
Levene
Statistics |
df1 |
df2 |
Sig. |
Conclusion |
|
Experimental Class and Control Class |
0.993 |
1 |
58 |
0.32 |
Homogeneous |
The
homogeneity test results in Table 7 show that the significance value of the
experimental class and control class data is 0.32. The significance value
obtained is greater than 0.05 so it can be concluded that the data obtained is
distributed homogeneously. The results of the prerequisite test concluded that
the data was not normally distributed, so the hypothesis test used was
non-parametric statistics, namely the Mann-Whitney test.
In
this study, the Mann Whitney test was used to determine whether there was a
difference in the averages of two unpaired (independent) samples, namely in the
experimental class and the control class. The results of the Mann-Whitney test
with the help of IBM SPSS version 26 software are shown in Table 8.
Table
8. Mann-Whitney Test Results
|
|
Posttest
Experimental Class and Control Class |
|
Mann-Withney U |
174,500 |
|
Asymp. Sig. (2-tailed) |
0,000 |
|
Conclusion |
There
are Differences |
Table 8
shows the results of the posttest data processing of higher order thinking
skills (HOTS) in experimental and control classes. The value of Asym. Sig.
(2-tailed) value obtained is 0.000 which is smaller than the specified
significance value (0.05). Thus, the null hypothesis (H0) is rejected, and the
alternative hypothesis (H1) is accepted, so it can be concluded that there is a
significant difference in the improvement of higher order thinking skills
(HOTS) between groups of students using the Levels of Inquiry (LoI) learning
model and groups of students using conventional learning models.
These results are supported by Wenning (2012) who states
that using the Levels of Inquiry learning model can provide opportunities for
students to build their own knowledge through inquiry activities with learning
steps that form a learning cycle (observation, manipulation, generalization,
verification, and applications). Whereas in conventional learning, teachers
tend to dominate the class and provide little space for students to be actively
involved in learning or conducting experimental activities to conduct an
investigation. Students become very passive in class because they only receive
information from the teacher. Therefore, the conventional learning model does
not train students' HOTS.
Further
analysis related to the effectiveness of using Levels of Inquiry learning model
in improving students' higher order thinking skills (HOTS) was analyzed using
Cohen's d effect size by comparing control and experimental classes. Effect
size test results for posttest data of experimental and control classes on
fluid materials are presented in Table 9 below.
Table
9. Effect Size Calculation Results
|
|
d-effect |
Category |
|
Posttest Experimental Class and Control
Class |
1,285 |
Very large |
Based
on Table 9, the d-effect value obtained is 1.285 which is included in the very
large category. This shows that the Levels of Inquiry learning model is
effective in improving students' higher order thinking skills (HOTS). These
results are supported by Andrini (2016) who states that the application of the
inquiry learning model is effective in learning because it can provide students
with the opportunity to ask questions, carry out investigations systematically,
critically, logically, analytically, so that students are able to formulate and
reconstruct their own knowledge (Andrini
2016) .
Next,
to determine the average increase in student HOTS for the experimental class
and control class, an N-Gain score test was carried out. The results of the
N-Gain test for higher order thinking skills (HOTS) in the experimental class
and control class are shown in Table 10 below.
Table
10. N-Gain Score of Higher Order Thinking Skills (HOTS)
|
Data
Group |
N-Gain
Score |
Category |
|
Experimental Class |
0.53 |
Currently |
|
Control Class |
0.18 |
Low |
Based
on Table 10, the average N-Gain score in the experimental class is 0.53 which
is in the medium category, while the average N-Gain score in the control class
is 0.18 which is in the low category. Based on the results of the N-Gain
analysis, it can be concluded that students in the experimental class
experienced a higher increase in higher-level thinking skills (HOTS) than
students in the control class. The difference in the increase in HOTS of
students in the experimental and control classes is due to the effect of the
application of the Levels of Inquiry learning model which has certain
advantages when compared to conventional learning models. According to Wenning
(2011), one of the advantages of the Levels of Inquiry learning model is that
it is able to present a comprehensive and systematic range of learning styles
from the simplest to the most complex.
The effectiveness of the LoI learning model is also
supported by the results of the calculation of the percentage of the
implementation of the Levels of Inquiry model in the experimental class which
includes the stages of discovery learning, interactive demonstration, inquiry
lesson, inquiry laboratory, and real world applications. The results of data
analysis of the implementation of the LoI model show a percentage of
implementation of 100% which is in the very good category. Each syntax or stage
of the learning model and learning activities contained in the observation
sheet was considered to have been implemented very well by the three observers.
The activities carried out at each stage of the Levels of Inquiry by learning
model are as follows.
1) Discovery Learning
During building knowledge, students identify various answers
through question and answer activities and discussions related to a concept or
principle discovered. After that, students connect and communicate the
conclusions they have obtained through group discussions to answer the
questions contained in the LKPD. At the discovery learning stage, the aspect of
high-level thinking skills (HOTS) that is trained is the analyzing aspect (C4).
2) Interactive Demonstration
At the interactive demonstration stage, the teacher is
assisted by group representatives to carry out demonstrations to investigate
the correctness of students' concepts and predictions related to previous
activities at the discovery learning stage. Students also engage in explanation
(giving reasons) and hypothesis generation. Students collect information,
recognize variables, and discuss it with group friends. During this activity,
students predict and propose hypotheses regarding the relationship of variables
in the experiment. After that, each group answers the questions in the LKPD. At
the interactive demonstration stage, the aspect of high-level thinking skills
(HOTS) that is trained is the aspect of making hypotheses (C6).
3) Inquiry Lesson
The inquiry lesson stage occurs when students identify
investigation variables (experiments) related to the problems they face in the
Archimedes' Law (buoyancy force) experiment. Then students analyze the
relationships between variables and determine how to measure these variables.
Students conduct group discussions to plan experiments to investigate
relationships between variables. The activity of planning experiments requires
students to formulate various alternative solutions to problem solving. At the
inquiry lesson stage, the aspects of high-level thinking skills (HOTS) that are
trained are aspects of analyzing (C4) and designing experiments (C6).
4) Inquiry Laboratory
In the inquiry laboratory stage,
students work together with their group mates in conducting experiments to
formulate the relationship between variables for the Archimedes' Law experiment
(buoyancy force). Students collect data, then the data is interpreted,
analyzed, and concluded together with their group mates. In conducting
experiments, students apply the concepts and principles they already have to
solve problems. In addition, in conducting experiments, several alternative
solutions were tried by students to prove the hypothesis they had proposed. Not
infrequently, students experience failure in carrying out evidence, thus
training students to evaluate the experimental steps taken and learn from
mistakes. In the inquiry laboratory stage, the aspects of higher order thinking
skills (HOTS) that are trained are the aspects of analyzing (C4) and evaluating
solutions (C5).
5) Real World Application
At the real world application stage, students connect the
concepts, principles and laws they have learned to real-life problems related
to fluids. Next, students find answers to the problems they formulate through
group activities using a problem-based approach. This activity requires students
to have the skills to synthesize a problem. At the real world application stage,
the aspects of high-level thinking skills (HOTS) that are trained are the
analyzing (C4) and evaluating (C5) aspects. Excerpts of students' answers on
the LKPD related to questions on aspects of higher order thinking skills (HOTS)
at this stage are shown in Figure 2 below.
Figure 1. Excerpts of
students' answers to the analyzing (C4) and
evaluating
(C5) aspects.
The results of this research show
that the Levels of Inquiry learning model has an effect on improving students'
higher order thinking skills (HOTS), especially in Fluid material. This is in
accordance with research conducted by Puspita (2019) which revealed that the
Levels of Inquiry learning model can train students' thinking skills in stages,
from basic level thinking to higher level thinking and also changes the
learning center from the teacher to the student. , so that students have more
freedom in carrying out activities in class learning. In addition, each stage
of the Levels of Inquiry learning process supports students' competency
training to explain phenomena scientifically, evaluate and design scientific
research, and interpret data and evidence scientifically (Aprilia,
Suryanti, and Suprapto 2021) .
According to Hugerat and Kortam (2014), HOTS cannot be
developed by students and teachers only through conventional learning, but HOTS
needs to be taught explicitly through good learning designs, one of which is by
implementing inquiry -based learning (Hugerat
and Kortam 2014) . A similar thing was stated by
Nurkholik & Yonata (2020) that the inquiry -based learning model is one of
the learning models that is a solution for training students' HOTS (Ariansyah
and Arsyid 2019) . Thus, the implementation of the
Levels of Inquiry learning model is proven to be able to train students to
think at a higher level in Physics lessons.
CONCLUSION
Based on the results of the analysis and discussion, this
study shows a significant difference in the average HOTS of students between
the experimental class and the control class from the Mann-Whitney hypothesis
test with the effect size results in the very large category. In addition, the
increase in students' higher order thinking skills (HOTS) in the experimental
class was in the medium category with an N-Gain score of 0.53, while the
control class was in the low category with an N-Gain score of 0.18 . The
implementation of the Levels of Inquiry (LoI) learning model on Fluid material
is included in the very good category. This research indicates that the
implementation of the Levels of Inquiry (LoI) model on Fluid material has
provided opportunities for students to improve higher order thinking skills
(HOTS) better than conventional learning.
REFERENCES
Abidin, Yunus. 2014. Desain
Sistem Pembelajaran Dalam Konteks Kurikulum 2013. Refika Aditama.
Andrini, Vera Septi.
2016. �The Effectiveness of Inquiry Learning Method to Enhance Students�
Learning Outcome: A Theoritical and Empirical Review.� Journal of Education
and Practice 7(3): 38�42.
Aprilia, Puspa Wulan,
Suryanti Suryanti, and Nadi Suprapto. 2021. �Pembelajaran Inkuiri Untuk Melatih
Literasi Sains Siswa Pendidikan Dasar.� Jurnal MUDARRISUNA: Media Kajian
Pendidikan Agama Islam 11(2): 250�68.
Ariani, Nada. 2021.
�Definisi Konsep Profesi Keguruan.� Seri Publikasi Pembelajaran 1(2):
1�8.
Ariansyah, Ariansyah,
and Syaiful B Arsyid. 2019. �Analisis Kemampuan Menyelesaikan Soal Hots Fisika
Materi Getaran Harmonis Di Sma Kristen Immanuel Pontianak.� Jurnal
Pendidikan dan Pembelajaran Khatulistiwa (JPPK) 8(6).
Azmi, Muhamad Khairul,
Satutik Rahayu, and Hikmawati Hikmawati. 2016. �Pengaruh Model Problem Based
Learning Dengan Metode Eksperimen Dan Diskusi Terhadap Hasil Belajar Fisika
Ditinjau Dari Sikap Ilmiah Siswa Kelas X MIPA SMA N 1 Mataram.� Jurnal
Pendidikan Fisika dan Teknologi 2(2): 86�94.
Anderson, L. W. &
Krathwohl, D. R. (2010). A foundational framework for learning, teaching and
assessment: A revision of Bloom's taxonomy of education . Student Library.
Andrini, VS (2016).
The Effectiveness of Inquiry Learning Method to Enhance Students' Learning
Outcome: A Theoretical and Empirical. Journal of Education and Practice , 7
(3). doi: www.iiste.org
Ariansyah. (2019).
Analysis of the Ability to Solve HOTS Physics Problems in Harmonic Vibration
Material at Immanuel Christian High School, Pontianak . (Thesis). Tanjangpura
University, Pontianak.
Bonavantura, N.
Nggarang, and Putriatri Krimasusini Senudin. 2020. �Evaluation of the
Implementation of Toddler Posyandu in the Work Area of the La�o Puskesmas, Manggarai Regency.� Journal of Health
Insights 1(1): 99�106.
Directorate General of
Higher Education, Ministry of Education and Culture. (2020). Guide to preparing
a higher education curriculum in the industrial era 4.0 to support independent
learning - independent campus. Ministry of Education and Culture of the
Republic of Indonesia . [ On line ]. Accessed from https://dikti.kemdikbud.go.id/wp-content/uploads/2020/10/Buku-Panduanpenyusunan-Kurikulum-Pendidik-Tinggi-Mbkm.pdf
Elmrabit, Nebrase,
Feixiang Zhou, Fengyin Li, and Huiyu Zhou. 2020. �Evaluation of Machine
Learning Algorithms for Anomaly Detection.� In 2020 International Conference
on Cyber Security and Protection of Digital Services (Cyber Security),
IEEE, 1�8.
Elwy, A Rani et al.
2020. �Using Formative Evaluation Methods to Improve Clinical Implementation
Efforts: Description and an Example.� Psychiatry research 283: 112532.
Fink, L. Dee. 2003. Creating
Significant Learning Experiences. 3rd ed. Jossey-Bass.
Greenhow, Christine,
and Emilia Askari. 2017. �Learning and Teaching with Social Network Sites: A
Decade of Research in K-12 Related Education.� Education and information
technologies 22: 623�45.
Hermino, Agustinus,
and Imron Arifin. 2020. �Contextual Character Education for Students in the
Senior High School.� European Journal of Educational Research 9(3):
1009�23.
Hugerat, Muhamad, and
Naji Kortam. 2014. �Improving Higher Order Thinking Skills among Freshmen by
Teaching Science through Inquiry.� Eurasia Journal of Mathematics, Science
and Technology Education 10(5): 447�54.
Ialongo, Cristiano.
2016. �Understanding the Effect Size and Its Measures.� Biochemia medica
26(2): 150�63.
Jannah, Fathul et al.
2022. �Pembelajaran Hots Berbasis Pendekatan Lingkungan Di Sekolah Dasar.�
Jannah, F.,
Radiansyah, R., Sari, R., Kurniawan, W., Aisyah, S., Wardini, S. & Fahlevi,
R. (2022). HOTS learning based on an environmental approach in elementary
schools. Primary: Journal of Elementary School Teacher Education, 11 (1),
189�197. doi: https://doi.org/10.33578/jpfkip.v11i1.8533
Kebudayaan,
Kementerian Pendidikan. 2020. �Rencana Strategis (Renstra) Kementerian
Pendidikan Dan Kebudayaan 2020-2024.�
Muhajirah, Muhajirah.
2020. �Basic of Learning Theory:(Behaviorism, Cognitivism, Constructivism, and
Humanism).� International Journal of Asian Education 1(1): 37�42.
Pang, Christopher et
al. 2018. �Socially Challenged Collaborative Learning of Secondary School
Students in Singapore.� Education Sciences 8(1): 24.
Saddia, Andi, Sutrisno
Sutrisno, Muhammad Saldi, and Muhammad Nurkhalis Agriawan. 2021. �Analisis
Kemampuan Menyelesaikan Soal Hots Fisika Siswa Sma Di Kota Majene.� PHYDAGOGIC:
Jurnal Fisika Dan Pembelajarannya 4(1): 1�5.
Wenning, C. J. (2011). The levels
of inquiry model of science teaching. Journal of Physics Teacher Education
Online , 6 (2), 9-16. [ on line ]. Retrieved from http://www2.phy.ilstu.edu/~wenning/jpteo/issues/sum2011.html
Willenda, Z., Kuntarto, Eko.
& Zahyuni, Violita. (2024). Analysis of Class I Students' Ability in
Solving HOTS Questions in Indonesian Language Lessons. Journal of Early
Childhood Education, 8(1), 12-20. doi: 10.31004/obsession.v8i1.4908