PENGARUH MODEL DISCOVERY LEARNING DENGAN PEMBELAJARAN BERDIFERENSIASI TERHADAP HASIL BELAJAR HIGHER ORDER THINKING SKILLS (HOTS) SISWA SMA MATERI SISTEM GERAK

SITI NURLAELA, . (2025) PENGARUH MODEL DISCOVERY LEARNING DENGAN PEMBELAJARAN BERDIFERENSIASI TERHADAP HASIL BELAJAR HIGHER ORDER THINKING SKILLS (HOTS) SISWA SMA MATERI SISTEM GERAK. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Higher Order Thinking Skills merupakan kompetensi penting abad ke-21, namun HOTS di kalangan siswa SMA di Indonesia masih tergolong rendah. Rendahnya keterampilan ini menunjukkan bahwa siswa mengalami kesulitan dalam menerapkan keterampilan berpikir kritis, analitis, dan kreatif, khususnya pada materi pembelajaran yang kompleks seperti sistem gerak dalam biologi. Kombinasi model Discovery Learning dengan pendekatan pembelajaran berdiferensiasi proses diharapkan dapat meningkatkan hasil belajar HOTS siswa. Penelitian ini bertujuan untuk mengetahui pengaruh model Discovery Learning dengan pembelajaran berdiferensiasi terhadap hasil belajar HOTS siswa SMA pada materi sistem gerak. Metode penelitian yang digunakan adalah kuantitatif dengan desain quasi experiment. Sampel terdiri dari dua kelas XI Moving Biologi SMAN 61 Jakarta yang terpilih melalui cluster random sampling, masing-masing berjumlah 30 siswa. Instrumen penelitian berupa tes HOTS sebanyak 13 soal esai yang terdiri dari level kognitif C4 (menganalisis), C5 (mengevaluasi), dan C6 (mencipta), lembar observasi, dan angket gaya belajar. Hasil penelitian menunjukkan rata-rata posttest kelas eksperimen (67,53) lebih tinggi dibandingkan kelas kontrol (55,30). Uji-t terhadap gain score menunjukkan pengaruh yang signifikan antara kedua kelas. Simpulan dari penelitian ini adalah model Discovery Learning dengan pendekatan pembelajaran berdiferensiasi berpengaruh signifikan terhadap hasil belajar HOTS siswa SMA pada materi sistem gerak. /*** Higher Order Thinking Skills is an important competency of the 21st century, yet HOTS among high school students in Indonesia remains relatively low. The low level of this skill indicates that students face difficulties in applying critical, analytical, and creative thinking skills, especially concerning complex learning materials such as motion systems in biology. The combination of the Discovery Learning model with a differentiated learning process approach is expected to improve students' HOTS learning outcomes. This study aims to determine the effect of the Discovery Learning model with differentiated learning on the HOTS learning outcomes of high school students on the subject of motion systems. The research method used is quantitative with a quasi-experimental design. The sample consists of two class XI Moving Biology classes from SMAN 61 Jakarta, selected through cluster random sampling, each consisting of 30 students. The research instrument consisted of a HOTS test with 13 essay questions covering cognitive levels C4 (analyzing), C5 (evaluating), and C6 (creating), an observation sheet, and a learning style questionnaire. The research results showed that the average posttest score of the experimental class (67.53) was higher compared to the control class (55.30). The t-test on the gain score showed a significant difference between the two classes. The conclusion of this study is that the Discovery Learning model with a differentiated learning approach has a significant effect on the HOTS learning outcomes of high school students on the topic of motion systems.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Daniar Setyo Rini, S.Pd., M.Pd. 2). Dr. Rusdi, M.Biomed.
Subjects:	Karya Umum > Karya Tulis Perguruan TInggi Pendidikan > Evaluasi Pendidikan Pendidikan > Teori, Penelitian Pendidikan Pendidikan > Penelitian Tindakan Kelas Pendidikan > Penelitian Tindakan Kelas > Metode Belajar Mengajar Pendidikan > Penelitian Tindakan Kelas > Kurikulum Pendidikan > Media Pembelajaran Pendidikan > Aneka Ragam tentang Pendidikan Sains > Sains, Ilmu Pengetahuan Alam Sains > Fisiologi
Divisions:	FMIPA > S1 Pendidikan Biologi
Depositing User:	Siti Nurlaela .
Date Deposited:	14 Aug 2025 03:35
Last Modified:	14 Aug 2025 03:35
URI:	http://repository.unj.ac.id/id/eprint/60934

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