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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.
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References
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- 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.
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References
Anggoro, R. P. (2019). Pengaruh model pembelajaran kooperatif berbasis hots terhadap kemampuan berpikir matematis. AdMathEdu, 9(2), 135-144.
Anselmus Mema, B. B. (2019). Penerapan model pembelajaran carousel feedback dalam meningkatkan motivasi dan hasil belajar. Journal of Elemantary School, 2, 26–33.
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.
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.
Fadilah, F. Y. dan R. E. (2023). Analisis rendahnya literasi sains peserta didik indonesia : hasil pisa dan faktor penyebab. 13, 11–19.
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.
Hidayat, R., Ag, S., & Pd, M. (n.d.). Buku Ilmu Pendidikan Rahmat Hidayat & Abdillah. Rhineka Cipta.
Iim Ibrohim, Mansyur, A. S., Syah, M., & Ruswandi, U. (2020). Inovasi sebagai solusi masalah pendidikan. Jurnal Educatio FKIP UNMA, 6(2), 548–560.
Wekke, I. S. (2019). Metode Penelitian Sosial. In Bandung PT. Remaja Rosdakarya (Issue Oktober).
Julaifah, N., & Haifaturrahmah. (2019). Pengaruh model pembelajaran carousel feedback terhadap higher order thinking skills (hots) siswa sekolah dasar. Jurnal Elementary, 2(2), 44–48.
Kurniawati, F. N. A. (2022). Meninjau permasalahan rendahnya kualitas pendidikan di indonesia dan solusi. Academy of Education Journal, 13(1), 1–13.
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.
Marinova, R. (2019). Carousel feedback – involving cooperative learning strategies in language classes. 57, 275–284.
Marta, F. A. (2012). Analisis literasi sains siswa smp dalam pembelajaran IPA terpadu pada tema efek rumah kaca (Doctoral dissertation, Universitas Pendidikan Indonesia).
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.
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.
Nurhuda, H., & Islam, A. (2022). Faktor dan solusi yang ditawarkan national education problems; factors and solutions. Jurnal Pemikiran Dan Pendidikan Dasar Islam, 127-137.
Oviyanti, F., Ilhami, M. W., & Mahendra, A. (2023). Penerapan model pembelajaran carousel feedback dalam meningkatkan hasil belajar siswa. Jurnal Ilmu Pendidikan, 6, 896–906.
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.
Salehha, O. P., Khaulah, S., & Nurhayati. (2020). Pengaruh model pembelajaran thinking aloud pair problem solving (tapps) terhadap kemampuan berpikir reflektif, 06(01), 81–93.
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.
Sugiyono. (2021). Metode penelitian pendidikan. Alfabeta.
Sugiyono. (2012). Penelitian kuantitatif, kualitatif, R&D. Alfabeta.
Suhario, N. (2021). Implementasi model pembelajaran carousel feedback untuk meningkatkan efikasi diri, dan hasil belajar siswa. Journal Pendidikan Ekonomi, 6(1), 56–63.
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.
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.
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).
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.
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.