Main Article Content
Abstract
The purpose of this study is to develop teaching materials for water cycle material based on Project Based Learning assisted by YouTube videos to improve HOTS thinking. The type of research used is Research and Development (R&D) research using the ADDIE model. The types of data used are quantitative and qualitative data, namely quantitative data using a questionnaire assessment score given by the validator while qualitative data is criticism and suggestions from expert validation. Based on the results of the study, it was obtained that the application of science learning using teaching materials for water cycle material based on the Project Based Learning model assisted by YouTube videos improves HOTS thinking. This is indicated by the results of the pretest and posttest assessments. HOTS thinking ability on the pretest results of analytical thinking (C4) was 38.25, evaluating thinking (C5) was 35.25 and creative thinking (C6) was 27.29. Meanwhile, the average posttest results of analytical thinking (C4) were 94.50, evaluating thinking (C5) was 90.33 and creative thinking (C6) was 94.50. The application of science learning by developing water cycle teaching materials based on Project Based Learning assisted by Youtube videos significantly increased HOTS thinking ability. This is indicated by the average pretest of HOTS thinking ability in the control class of 34 while the average posttest result was 93.
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References
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- Gül, M. D., & Ayık, Z. (2024). Comprehensive science mapping of STEM studies in gifted education. Journal of Turkish Science Education, 21(1), 153–174.
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References
Ahmed, T. A. E., Seleem, H. A. I., Elsayed, G. M. Y., Housen, N. T. E., Abdelmoneim, M., Eltanahi, N., Sofy, N. M. R., & Elshltawy, S. N. H. (2023). Promoting students’ health awareness and higher order thinking skills using E‑projects strategy in learning physical and health education. Journal of Education and Health Promotion, 4(3), 1. https://www.randwickresearch.com/index.php/rielsj/article/view/805
Budi, L., Widodo, A., Julianto, E. N., Kristianto, V. A., Mayasari, R., & Yuhanafia, N. (2024). The Effect of the Project-based Learning (PjBL) Model to Students’ Learning Interests and Learning Outcomes in the Advanced Reinforced Concrete Structure Subject, Civil Engineering Department, Universitas Negeri Semarang (Nomor Veic 2023). Atlantis Press SARL. https://doi.org/10.2991/978-2-38476-198-2_70
Chintya, J., Haryani, S., Linuwih, S., & Marwoto, P. (2023). Analysis of the Application of the Project Based Learning (PjBL) Learning Model on Increasing Student Creativity in Science Learning in Elementary Schools. Jurnal Penelitian Pendidikan IPA, 9(6), 4561. https://doi.org/10.29303/jppipa.v9i6.2726
Gül, M. D., & Ayık, Z. (2024). Comprehensive science mapping of STEM studies in gifted education. Journal of Turkish Science Education, 21(1), 153–174.
https://doi.org/10.36681/tused.2024.009
Halimah, L., & Marwati, I. (2022). Project Based Learning untuk Pembelajaran Abad 21. In Rachmi (Ed.), Refika Aditama. PT Refika Aditama.
Krajcik, J., & Schneider, B. (2023). Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools. american education research journal. https://doi.org/DOI: 10.3102/00028312221129247
Kristina, N. (2023). The Application of Learning through a Scientific Approach based on Project-based Learning with Hots Orientation. Juornal of Education Studies, 1(1). https://ejournal.baleliterasi.org/index.php/JEs/article/view/655
Liline, S., Tomhisa, A., Rumahlatu, D., & Sangur, K. (2024). The Effect of the Pjb-HOTS learning model on cognitive learning, analytical thinking skills, creative thinking skills, and metacognitive skills of biology education students. Journal of Turkish Science Education, 21(1), 175–195. https://doi.org/10.36681/tused.2024.010
Munthe, L., Situmorang, M., & M, Z. (2024). Innovation of Project Based Learning Material and Virtual Laboratory To Improve High Order Thinking Skills In Teaching Electrophoresis. Proceedings of the 5th International Conference on Science and Technology Applications, ICoSTA. https://doi.org/10.4108/eai.2-11-2023.2343253
Nurdianawati, N. ., Slamet, S., & Indriayu, M. (2024). Teacher Perceptions of the Application of Project-Based Learning Models to Improve Critical Thinking. Mini International Conference of Educational Research and Innovation, 7(1). https://jurnal.uns.ac.id/SHES/article/view/84310
Nurdiansah, I., Makiyah, Y. S., Fisika, P., & Siliwangi, U. (2021). Efektivitas Modul Hybrid Project Based Learning (H-Pjbl) Berbasis Laboratorium Untuk Meningkatkan Keterampilan Proses Sains Siswa. Jurnal Pendidikan Fisika dan Teknologi, 7(2), 104–110. https://scholar.archive.org/work/vgqaq47zz5bahh6hzi6ybrj4um/access/wayback/https://jurnalfkip.unram.ac.id/index.php/JPFT/article/download/2750/pdf
Schwarz, C. V., Gunckel, K. L., Smith, E. L., Covitt, B. A., Bae, M., Enfield, M., & Tsurusaki, B. K. (2008). Helping elementary preservice teachers learn to use curriculum materials for effective science teaching. Science Education, 92(2), 345–377. https://doi.org/10.1002/sce.20243
Wijayanto, B., Sumarmi, S., Utomo, D. H., Handoyo, B., & Aliman, M. (2023). Problem-Based Learning Using E-Module: Does It Effect on Student’s High Order Thinking and Learning Interest in Studying Geography? Journal of Technology and Science Education, 13(3), 613–631. https://doi.org/doi.org/10.3926/jotse.1965
Winarni, E. W. (2018). penelitian kuantitatif kualitatif. Bumi Aksara.