IMPLEMENTASI MODEL PROBLEM SOLVING MELALUI SOAL HIGHER ORDER THINKING SKILLS DALAM MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS SISWA SMK

SYIFA FEBRIANI, . (2026) IMPLEMENTASI MODEL PROBLEM SOLVING MELALUI SOAL HIGHER ORDER THINKING SKILLS DALAM MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS SISWA SMK. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan implementasi model problem solving melalui soal Higher Order Thinking Skills (HOTS) dalam mengembangkan kemampuan berpikir kritis peserta didik pada mata pelajaran Pengelolaan Humas dan Keprotokolan di SMK Negeri 48 Jakarta, mencakup proses perencanaan dan pelaksanaan pembelajaran, kualitas instrumen soal HOTS yang dikembangkan, serta pola kemunculan enam indikator berpikir kritis Facione, yaitu interpretasi, analisis, evaluasi, inferensi, eksplanasi, dan regulasi diri, pada peserta didik dengan kategori kemampuan berpikir kritis yang berbeda. Penelitian menggunakan pendekatan deskriptif kualitatif dengan desain studi kasus. Unit analisis penelitian ini adalah 34 peserta didik kelas XI Program Keahlian Manajemen Perkantoran dan Layanan Bisnis, dengan enam peserta didik dan dua guru sebagai informan wawancara yangdipilih secara purposive. Data dikumpulkan melalui observasi pembelajaran, wawancara mendalam, tes studi kasus HOTS berbasis skenario krisis Gala Dinner, serta uji instrumen menggunakan korelasi Product Moment Pearson dan Cronbach's Alpha. Teknik analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, dipadukan dengan Rubrik Penilaian Matriks Proses Berpikir untuk mengategorikan kemampuan berpikir kritis peserta didik ke dalam kelompok berpikir kritis tingkat Tinggi, Sedang, dan Rendah, serta divalidasi melalui triangulasi sumber data. Hasil penelitian menunjukkan bahwa instrumen soal HOTS dinyatakan valid pada 10 dari 15 butir soal dengan nilai r hitung antara 0,389 hingga 0,610, serta reliabel dengan nilai Cronbach's Alpha sebesar 0,636. Implementasi model problem solving Polya terlaksana secara sistematis melalui empat fase dan berhasil memunculkan keenam indikator berpikir kritis pada seluruh kategori peserta didik, meskipun dengan kualitas berbeda, di mana kategori Tinggi menunjukkan kemampuan matang dan komprehensif, kategori Sedang cenderung normatif, sedangkan kategori Rendah masih sangat terbatas. Berdasarkan temuan tersebut, penelitian ini merekomendasikan penerapan model problem solving berbasis soal HOTS studi kasus tunggal secara berkelanjutan disertai strategi scaffolding yang lebih intensif bagi peserta didik berkemampuan rendah, serta pengembangan instrumen asesmen serupa pada mata pelajaran kejuruan lainnya ***** This study aims to describe the implementation of the problem solving model through Higher Order Thinking Skills (HOTS) questions in developing students' critical thinking skills in the Public Relations and Protocol Management subject at SMK Negeri 48 Jakarta, covering the planning and implementation of learning, the quality of the developed HOTS instrument, and the emergence patterns of Facione's six critical thinking indicators, namely interpretation, analysis, evaluation, inference, explanation, and self-regulation, among students with different levels of critical thinking ability. The study employed a qualitative descriptive approach with a case study design. The unit of analysis comprised 34 eleventh-grade students of the Office Management and Business Services program, with six students and two teachers selected as interview informants through purposive sampling. Data were collected through classroom observation, in-depth interviews, a HOTS case-study test based on a Gala Dinner crisis scenario, and instrument testing using Pearson Product Moment correlation and Cronbach's Alpha. Data analysis was conducted through data reduction, data display, and conclusion drawing, combined with a Thinking Process Matrix Rubric to categorize students' critical thinking ability into High, Moderate, and Low groups, validated through source triangulation. The results show that the HOTS instrument was valid for 10 of 15 items, with r values ranging from 0.389 to 0.610, and reliable with a Cronbach's Alpha of 0.636. The implementation of Polya's problem solving model proceeded systematically through four phases and successfully elicited all six critical thinking indicators across all student categories, though with varying quality: the High category demonstrated mature and comprehensive abilities, the Moderate category tended to be normative, while the Low category remained very limited. Based on these findings, the study recommends the sustained application of a single-case HOTS-based problem solving model accompanied by more intensive scaffolding for low-ability students, as well as the development of similar assessment instruments for other vocational subjects.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Prof. Dr. Henry Eryanto, M.M.; 2). Ria Rahma Nida, S.Pd., M.Pd.
Subjects:	Pendidikan > Pendidikan Kejuruan dan Sekolah Kejuruan Manajemen > Manajemen Kantor, Organisasi
Divisions:	FE > S1 Pendidikan Administrasi Perkantoran
Depositing User:	Syifa Febriani .
Date Deposited:	19 Aug 2026 01:13
Last Modified:	19 Aug 2026 01:13
URI:	http://repository.unj.ac.id/id/eprint/72051

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