Effects of the 21st Century Learning Model and Problem-Based Models on Higher Order Thinking Skill

Yıl 2019, Cilt: 4 , 749 - 755, 01.12.2019

Tumas Yulıanto İkrar Pramudya İsnandar Slamet

https://doi.org/10.24331/ijere.629084

Cited By: 7

Öz

The 4.0 industrial revolution is an important topic that is currently being discussed in Indonesia.
Industrial revolution 4.0 has an essential influence on education in Indonesia, known as Education
4.0. Instruction 4.0 includes four necessary skills called 4C, namely the ability to communicate,
collaborate, think critically, problem-solving, creative, and innovation. The 4C skills are summarised
in the form of HOTS (Higher Order Thinking Skill) questions that are currently applied in Indonesia.
However, in reality, mathematics learning about the application of HOTS questions made a decline
in the national average of student scores. The researcher concluded that students and teachers had
not found the right learning model for the HOTS problem. Therefore, the main focus of this research
is to apply the 21st-century learning model and problem-based learning models and see how the
effects of the 21st-century model and problem-based learning models on HOTS in mathematics. The
method of data analysis in this study uses one-way univariate variance analysis

Anahtar Kelimeler

Education 4.0, 21st Century Learning Model, Problem Based Learning Model

Kaynakça

• Anderson, L. W., & Krathwohl, D. R. (2010). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen. Yogyakarta: Pustaka Pelajar. Anderson, Lorin W; Krathwohl, David R. (2010). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of education objectives. New York: Addison Wesley Longman, inc. Apple, I. (2008). Apple classrooms of tomorrow-today learning in the 21st century. California: Apple, Inc. Argaw, A. S., Haile, B. B., Ayalew, B. T., & Kuma, S. G. (2016). The effect of problem based learning (PBL) www.ijere.com instruction on students’ motivation and problem-solving skills of physics. EURASIA Journal of Mathematics Science and Technology Education. 13 (3), 857–871 Cheung, R., Cohen, J., Lo, H., & Elia, F. (2011). Challenge based learning in cybersecurity education. International Conference on Security and Management. Ernawati, L. (2017). Pengembangan High Order Thinking (HOT) Melalui Metode Pembelajaran Banking Dalam Pendidikan Agama Islam. International Conference on Islamic Civilization and Society (ICICS). Gunawan, A. W. (2012). Genius Learning Strategy: Petunjuk Praktis Untuk Menerapkan Accelerated Learning. Jakarta: PT. Gramedia Pustaka Utama. Hendriana, H., Slamet, U. R., & Sumarmo, U. (2014). Mathematical connection ability and self-confidence (An experiment on Junior High School students through contextual teaching and learning with mathematical manipulative). International Journal of Education. 8 (1), 1-11. Huda, M. (2012). Cooperative learning metode, teknik, struktur, dan model penerapan. Yogyakarta: Pustaka belajar. Ikman, Hasnawati, & Rezky, M. F. (2016). Effect of problem based learning (pbl) models of critical thinking ability students on the early mathematics ability. International Journal of Education and Research, 4 (7), 361-374. Inc Apple. (2009). Challenge based learning: A classroom guide. California: Apple, Inc. Janah, I. I. N, & Subroto, W. T. (2018). Comparison of cooperative learning model with inquiry on student learning outcomes. International Journal of Educational Research Review, 4 (2), 178-182. Johnson, e. a. (2009). Challenge-based learning: An approach for our time. Texas: The New Media Consortium. Johnson, L., & Adams, S. (2011). Challenge based learning: The report from the implementation project. Texas: The New Media Consortium. Johnson, R. A., & Wichern, D. W. (2007). Applied multivariate statistical analysis. New Jersey: Prentice-Hall. Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Journal Theory into practice, 212-218. Kurniati, Kusumah, Y. S. & Sabandar, J. (2016). Mathematical critical thinking ability through contextual teaching and learning approach. Journal on Mathematics Education. 6 (1), 53-62. Nawas, A. (2018). Contextual teaching and learning (ctl) approach through react strategies on improving the students' critical thinking in writing. International Journal of Applied Management Science. 4(7), 46-49. Nawawi, S. (2016). Potensi model pembelajaran challenge based learning dalam memberdayakan kemampuan berpikir kritis. Jurnal Inovasi Pendidikan IPA. 3 (2), 212-223. Nufus, H., & Bahrun, M. D. (2018). Mathematical creative thinking and student self-confidence in the challenge-based learning approach. Journal of Research and Advances in Mathematics Education. 3 (2), 57-68. Nurhadi, Yasin, B., & Senduk, A. G. (2004). Pembelajaran Kontekstual dan Penerapannya dalam KBK. Malang: UNM Press. Nurlaili, Afriansyah, D., & Nuri , Y. A. (2017). Pengaruh Model Pembelajaran Challenge Based Learning Terhadap Kemampuan Berpikir Kritis Siswa Pada Materi Lingkungan Kelas X di SMA Negeri 4 Prabumulih. Jurnal Pena Sains. 4 (2), 97-104. Anderson, L. W., & Krathwohl, D. R. (2010). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen. Yogyakarta: Pustaka Pelajar. Anderson, Lorin W; Krathwohl, David R. (2010). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of education objectives. New York: Addison Wesley Longman, inc. Apple, I. (2008). Apple classrooms of tomorrow-today learning in the 21st century. California: Apple, Inc. Argaw, A. S., Haile, B. B., Ayalew, B. T., & Kuma, S. G. (2016). The effect of problem based learning (PBL) www.ijere.com instruction on students’ motivation and problem-solving skills of physics. EURASIA Journal of Mathematics Science and Technology Education. 13 (3), 857–871 Cheung, R., Cohen, J., Lo, H., & Elia, F. (2011). Challenge based learning in cybersecurity education. International Conference on Security and Management. Ernawati, L. (2017). Pengembangan High Order Thinking (HOT) Melalui Metode Pembelajaran Banking Dalam Pendidikan Agama Islam. International Conference on Islamic Civilization and Society (ICICS). Gunawan, A. W. (2012). Genius Learning Strategy: Petunjuk Praktis Untuk Menerapkan Accelerated Learning. Jakarta: PT. Gramedia Pustaka Utama. Hendriana, H., Slamet, U. R., & Sumarmo, U. (2014). Mathematical connection ability and self-confidence (An experiment on Junior High School students through contextual teaching and learning with mathematical manipulative). International Journal of Education. 8 (1), 1-11. Huda, M. (2012). Cooperative learning metode, teknik, struktur, dan model penerapan. Yogyakarta: Pustaka belajar. Ikman, Hasnawati, & Rezky, M. F. (2016). Effect of problem based learning (pbl) models of critical thinking ability students on the early mathematics ability. International Journal of Education and Research, 4 (7), 361-374. Inc Apple. (2009). Challenge based learning: A classroom guide. California: Apple, Inc. Janah, I. I. N, & Subroto, W. T. (2018). Comparison of cooperative learning model with inquiry on student learning outcomes. International Journal of Educational Research Review, 4 (2), 178-182. Johnson, e. a. (2009). Challenge-based learning: An approach for our time. Texas: The New Media Consortium. Johnson, L., & Adams, S. (2011). Challenge based learning: The report from the implementation project. Texas: The New Media Consortium. Johnson, R. A., & Wichern, D. W. (2007). Applied multivariate statistical analysis. New Jersey: Prentice-Hall. Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Journal Theory into practice, 212-218. Kurniati, Kusumah, Y. S. & Sabandar, J. (2016). Mathematical critical thinking ability through contextual teaching and learning approach. Journal on Mathematics Education. 6 (1), 53-62. Nawas, A. (2018). Contextual teaching and learning (ctl) approach through react strategies on improving the students' critical thinking in writing. International Journal of Applied Management Science. 4(7), 46-49. Nawawi, S. (2016). Potensi model pembelajaran challenge based learning dalam memberdayakan kemampuan berpikir kritis. Jurnal Inovasi Pendidikan IPA. 3 (2), 212-223. Nufus, H., & Bahrun, M. D. (2018). Mathematical creative thinking and student self-confidence in the challenge-based learning approach. Journal of Research and Advances in Mathematics Education. 3 (2), 57-68. Nurhadi, Yasin, B., & Senduk, A. G. (2004). Pembelajaran Kontekstual dan Penerapannya dalam KBK. Malang: UNM Press. Nurlaili, Afriansyah, D., & Nuri , Y. A. (2017). Pengaruh Model Pembelajaran Challenge Based Learning Terhadap Kemampuan Berpikir Kritis Siswa Pada Materi Lingkungan Kelas X di SMA Negeri 4 Prabumulih. Jurnal Pena Sains. 4 (2), 97-104.