Kemampuan yang dianggap penting untuk keberhasilan studi, bekerja, dan hidup di era informasi dan teknologi pada abad ke-21 adalah High Order Thinking Skills (HOTS). Penelitian ini bertujuan untuk menganalisis validitas perangkat pembelajaran mata pelajaran Teknologi Dasar Otomotif (TDO) yang dikembangkan dengan model pembelajaran berdasarkan masalah (MPBM) berbasis HOTS, menganalisis kepraktisan pembelajaran mata pelajaran TDO yang menggunakan perangkat pembelajaran (MPBM) berbasis HOTS, dan menganalisis HOTS peserta didik SMK yang meliputi: (1) kemampuan berpikir kritis; (2) kemampuan berpikir kreatif; (3) kemampuan problem solving; dan (4) kemampuan decision making.
Penelitian dilaksanakan melalui dua tahap, yaitu tahap persiapan yang bertujuan mengembangkan perangkat pembelajaran mengikuti rancangan 4-D model dari Thiagarajan (1974) dilanjutkan dengan tahap pelaksanaan pembelajaran di kelas menggunakan rancangan pretest-posttest control group design. Penelitian ini dilaksanakan di SMK Negeri 1 Jetis Mojokerto pada Tahun ajaran 2018/2019. Adapun yang menjadi subjek penelitian adalah kelas X TSM 1 dan X TSM 2. Teknik pengumpulan data dilakukan dengan observasi, tes, dan angket. Instrumen pengumpulan data berupa lembar observasi, lembar validasi, dan soal tes uraian dengan membandingkan nilai rerata pretest dan posttest serta melakukan uji-t untuk mengetahui signifikansi perbedaan nilai rerata pretest dan posttest.
Hasil penelitian penelitian adalah: (1) produk pengembangan perangkat pembelajaran mata pelajaran TDO dengan MPBM berbasis HOTS diperoleh dengan kriteria sangat valid dan memiliki realibilitas yang reliabel, (2) kepraktisan produk pengembangan mendapatkan kriteria sangat baik berdasarkan keterlaksanaan pembelajaran dan respon peserta didik, (3) ada perbedaan rata-rata hasil kemampuan berpikir kritis, antara peserta didik yang diajar menggunakan MPBM berbasis HOTS ( 82,96) dan peserta didik yang diajar menggunakan MPL ( 71,40) serta didapat nilai sumbangan efek (effect size) cohen d sebesar 1,3 bahwa sumbangan kemampuan berpikir kritis berefek besar, (4) ada perbedaan rata-rata hasil kemampuan berpikir kreatif, antara peserta didik yang diajar menggunakan MPBM berbasis HOTS ( 81,10) dan peserta didik yang diajar menggunakan MPL ( 74,66) serta nilai sumbangan efek (effect size) cohen d sebesar 0,67 bahwa sumbangan kemampuan berpikir kreatif berefek sedang, (5) ada perbedaan rata-rata hasil kemampuan problem solving, antara peserta didik yang diajar menggunakan MPBM berbasis HOTS ( 80,39) dan peserta didik yang diajar menggunakan MPL ( 75,13) serta nilai sumbangan efek (effect size) cohen d sebesar 1,3 bahwa sumbangan kemampuan problem solving berefek besar, (6) ada perbedaan rata-rata hasil kemampuan decision making, antara peserta didik yang diajar menggunakan MPBM berbasis HOTS ( 82,14) dan peserta didik yang diajar menggunakan MPL ( 75,96). Nilai sumbangan efek (effect size) cohen d sebesar 1,3 bahwa sumbangan kemampuan decision making berefek besar. Berdasarkan hasil penelitian di atas secara keseluruhan perangkat pembelajaran berdasarkan masalah berbasis HOTS telah memenuhi kriteria sangat valid, praktis, dan efektif.
Kata-kata Kunci: Model Pembelajaran Berdasarkan Masalah, High Order Thinking Skills, dan Teknologi Dasar Otomotif.
ABSTRACT
The ability that is considered important for the success of study, work, and living in the information and technology era in the 21st century is High Order Thinking Skills (HOTS). This study aims to analyze the validity of the Automotive Basic Technology (TDO) learning devices developed with HOTS-based problem-based learning models (MPBM), analyze the practicality of TDO subjects using HOTS-based learning tools (MPBM), and analyze HOTS students Vocational schools which include: (1) critical thinking skills; (2) the ability to think creatively; (3) problem solving skills; and (4) decision making ability.
The research was carried out through two stages, namely the preparation stage aimed at developing learning devices following the 4-D model design from Thiagarajan (1974) followed by the implementation stage of learning in the classroom using the pretest-posttest control group design. This research was conducted in SMK Negeri 1 Jetis Mojokerto in the 2018/2019 academic year. As for the subjects of the study were class X TSM 1 and X TSM 2. Data collection techniques were carried out by observation, tests, and questionnaires. The data collection instruments were in the form of observation sheets, validation sheets, and test test questions by comparing the mean scores of the pretest and posttest and doing the t-test to determine the significance of the differences in the mean values of the pretest and posttest.
The results of the research are: (1) the product development of learning devices for TDO subjects with HOTS-based MPBM is obtained by very valid criteria and has reliable reliability, (2) the practicality of product development gets very good criteria based on the learning and response of students (3 ) there are differences in the average results of critical thinking skills, among students taught using HOTS-based MPBM (x ̅ = 82.96) and students who are taught using MPL (x ̅ = 71.40) and the value of the contribution effect (effect size) cohen d is 1.3 that the contribution of critical thinking skills has a large effect, (4) there are differences in the average results of creative thinking ability, among students taught using HOTS-based MPBM (x ̅ = 81.10) and students who taught using MPL (x ̅ = 74.66) and cohen effect size value d of 0.67 that the contribution of creative thinking abilities has an effect while, (5) there are differences in the average results of problem solving abilities, among students taught using HOTS-based MPBM (x ̅ = 80.39) and students taught using MPL (x ̅ = 75.13) and the value of donations cohen effect size d is 1.3 that the contribution of problem solving ability has a large effect, (6) there is an average difference in the results of decision making ability, between students taught using HOTS-based MPBM (x ̅ = 82.14) and students taught using MPL (x ̅ = 75.96). The positive effect size value is 1.3 that the contribution of decision making ability has a large effect. Based on the results of the above research overall learning devices based on HOTS-based problems have met the criteria of very valid, practical, and effective.
Key Words: Problem Based Learning Models, High Order Thinking Skills, and Automotive Basic Technology.