Article Sidebar

Submitted
April 1, 2024
Accepted
May 27, 2024
Published
May 31, 2024
Download
Guntur Gunawan (Bahasa Indonesia)
Statistic
Read Counter : 426 Download : 343

Downloads

Download data is not yet available.

Main Article Content

Abstract

Teachers have not used the student-enhancing learning model (HOTS) in the teaching and learning process. This can be seen from the learning outcomes which are still below average. Research purposes; 1) knowing the students' initial abilities; 2) knowing the difference in average values; 3) determine the effect of the Carousel Feedback learning model on HOTS in class V science learning at SDN 13 Rejang Lebong. This research is experimental research, with a true experimental research design. Data collection techniques include observation, tests and documentation, as well as data analysis techniques in the form of normality, homogeneity and Independent Sample t-test. The research results show; 1) The initial ability of the experimental class was 49.57, while the control class was 50.95. it was concluded that the average pre-test score for the experimental class and control class was below the average <65; 2) a significant difference in the average post-test results for the experimental class was 86.22 and the average post-test results for the control class was 75.86. ; 3) There is an influence of using the Carousel Feedback learning model on class V students at SDN 13 Rejang Lebong. This can be seen from the results of the Independent Sample t-Test analysis, namely the value of tcount = 5.893 ≥ ttable = 1.681 with a significance level of α= 0.05. It can be concluded that the Ha hypothesis is accepted and H0 is rejected.

Keywords

Carousel Feedback HOTS IPA

Article Details

License

Copyright (c) 2024 Guntur Gunawan, Rohania, Yuyun Yumiarty

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License

 Authors who publish in this journal agree with the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 (CC BY-SA)  that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
  4. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
Gunawan, G., Rohania, & Yumiarty, Y. (2024). Pengaruh Model Pembelajaran Carousel Feedback Terhadap Higher Order Thingking Skills (HOTS). Jurnal PGSD: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 17(1), 13–21. https://doi.org/10.33369/pgsd.17.1.13-21
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Anggoro, R. P. (2019). Pengaruh model pembelajaran kooperatif berbasis hots terhadap kemampuan berpikir matematis. AdMathEdu, 9(2), 135-144.
  2. Anselmus Mema, B. B. (2019). Penerapan model pembelajaran carousel feedback dalam meningkatkan motivasi dan hasil belajar. Journal of Elemantary School, 2, 26–33.
  3. Dewi, F. S., Rintayati, P., & Adi, F. P. (2022). Analisis higher order thinking skills pada pembelajaran IPA kelas V SD Negeri Tunggulsari 2 Surakarta. Jurnal PGSD, Universitas Sebelas Maret, 10(1), 7.
  4. Martha, J. A. (2014). Penerapan pembelajaran model carousel feedback dan showdown pada mata pelajaran entrepreneurship untuk meningkatkan hasil belajar, keaktifan, dan efikasi diri. Jurnal Entrepreneur dan Entrepreneurship, 3(1, 2), 95-104.
  5. Fadilah, F. Y. dan R. E. (2023). Analisis rendahnya literasi sains peserta didik indonesia : hasil pisa dan faktor penyebab. 13, 11–19.
  6. Al Hamid, M. G., Gunatama, G., & Darmayanti, I. A. M. (2020). Penerapan model pembelajaran carousel feedback untuk meningkatkan keterampilan berdiskusi siswa kelas viii SMP Negeri 7 Singaraja. Jurnal Pendidikan Bahasa dan Sastra Indonesia Undiksha, 10(1), 20-28.
  7. Hidayat, R., Ag, S., & Pd, M. (n.d.). Buku Ilmu Pendidikan Rahmat Hidayat & Abdillah. Rhineka Cipta.
  8. Iim Ibrohim, Mansyur, A. S., Syah, M., & Ruswandi, U. (2020). Inovasi sebagai solusi masalah pendidikan. Jurnal Educatio FKIP UNMA, 6(2), 548–560.
  9. Wekke, I. S. (2019). Metode Penelitian Sosial. In Bandung PT. Remaja Rosdakarya (Issue Oktober).
  10. Julaifah, N., & Haifaturrahmah. (2019). Pengaruh model pembelajaran carousel feedback terhadap higher order thinking skills (hots) siswa sekolah dasar. Jurnal Elementary, 2(2), 44–48.
  11. Kurniawati, F. N. A. (2022). Meninjau permasalahan rendahnya kualitas pendidikan di indonesia dan solusi. Academy of Education Journal, 13(1), 1–13.
  12. Magdalena, M. (2018). Kesenjangan pendekatan model pembelajaran conventional dengan model pembelajaran contextual terhadap hasil belajar pancasila di program studi Teknika Akademi Maritim Indonesia Medan. Jurnal Warta.
  13. Marinova, R. (2019). Carousel feedback – involving cooperative learning strategies in language classes. 57, 275–284.
  14. Marta, F. A. (2012). Analisis literasi sains siswa smp dalam pembelajaran IPA terpadu pada tema efek rumah kaca (Doctoral dissertation, Universitas Pendidikan Indonesia).
  15. Murni, A. J. (2018). Pengembangan pembelajaran model problem based learning berbasis higher order thinking skill pada pembelajaran tematik kelas IV SD Negeri 1 Merak Batin. Diaspora: Sosiohumaniora, 1(2), 25–36.
  16. Nur, M. (2022). Penggunaan strategi bertanya guru ( strabergu ) dan media audio visual ( meauvi ) dalam pembelajaran ips untuk meningkatkan kemampuan berpikir kritis siswa. Journal of Educational, 2(2), 166–176.
  17. Nurhuda, H., & Islam, A. (2022). Faktor dan solusi yang ditawarkan national education problems; factors and solutions. Jurnal Pemikiran Dan Pendidikan Dasar Islam, 127-137.
  18. Oviyanti, F., Ilhami, M. W., & Mahendra, A. (2023). Penerapan model pembelajaran carousel feedback dalam meningkatkan hasil belajar siswa. Jurnal Ilmu Pendidikan, 6, 896–906.
  19. Rahmawati, A. A., Churiyah, M., Bukhori, I., & Agustina, Y. (2022). Meningkatkan aktivitas dan hasil belajar peserta didik melalui penerapan model pembelajaran carousel feedback berbantuan nearpod. Jurnal Pendidikan Manajemen Perkantoran, 7(1), 109–121.
  20. Salehha, O. P., Khaulah, S., & Nurhayati. (2020). Pengaruh model pembelajaran thinking aloud pair problem solving (tapps) terhadap kemampuan berpikir reflektif, 06(01), 81–93.
  21. Siahaan, B. M. (2022). Analisis Model pembelajaran corousel feedback terhadap kemampuan berpikir kritis dan hasil belajar tematik siswa sekolah dasar. Prosiding Pendidikan Dasar, 1, 213–223.
  22. Sugiyono. (2021). Metode penelitian pendidikan. Alfabeta.
  23. Sugiyono. (2012). Penelitian kuantitatif, kualitatif, R&D. Alfabeta.
  24. Suhario, N. (2021). Implementasi model pembelajaran carousel feedback untuk meningkatkan efikasi diri, dan hasil belajar siswa. Journal Pendidikan Ekonomi, 6(1), 56–63.
  25. Sukla, D., & Dungsungneon, A. P. (2016). Students Perceived level and teachers teaching strategies of higher order thinking skills; a study on higher educational institutions in Thailand. Journal of Education and Practkice, 7(12), 211–219.
  26. Thaneerananon, T., Triampo, W., & Nokkaew, A. (2016). Development of a test to evaluate students’ analytical thinking based on fact versus opinion differentiation. International Journal of Instruction, 9(2), 123–138.
  27. Tusyadiyah, H. (2022). Pengaruh model pembelajaran carousel feedback terhadap kemampuan berpikir kritis siswa kelas V SDN Kamal 09 Pagi Jakarta Barat (Bachelor's thesis, Jakarta: FITK UIN Syarif Hidayatullah Jakarta).
  28. Yusmanto, H., Soetjipto, B. E., & Djatmika, E. T. (2017). The application of carousel feedback and round table cooperative learning models to improve student’s higher order thinking skills (hots) and social studies learning outcomes. International Education Studies, 10(10), 39.
  29. Zerihun, Z., Beishuizen, J., & van Os, W. (2012). Student learning experience as indicator of teaching quality. Educational Assessment, Evaluation and Accountability, 24(2), 99–111.