Pembelajaran Virtual Fisika dengan Model Problem Based Learning untuk Meningkatkan Higher Order Thinking Skills Siswa SMA

Virtual Physics Learning Using Problem Based Learning Model to Improve Higher Order Thinking Skills of Senior Higher School Students

Higher Order Thinking Skills (HOTs) berperan penting dalam pembelajaran abad 21, meliputi berpikir secara kritis dan inovatif. Tujuan dari penelitian adalah untuk mendeskripsikan keefektifan pembelajaran virtual fisika dengan model Problem Based Learning untuk meningkatkan HOTs siswa SMA. Jenis peneltian yang digunakan adalah pre-eksperimental dengan one-group pre-test post-test design tanpa adanya kelompok kontrol. Sampel yang digunakan dalam penelitian yaitu peserta didik SMAN 17 Surabaya yang seluruhnya berjumlah 62 peserta didik yang terbagi dalam 2 (dua) kelas. Data dikumpulkan menggunakan instrumen berupa: tes HOTs, angket respons siswa, dan lembar observasi keterlaksanaan pembelajaran. Analisis data melalui uji-t berpasangan, perhitungan n-gain, dan uji-t independen. Hasil penelitian menyatakan bahwa pembelajaran virtual fisika dengan model PBL efektif meningkatkan HOTs siswa SMA yang ditunjukkan oleh adanya peningkatan skor HOTs siswa yang secara statistik signifikan pada alfa 5%; rerata n-gain kedua kelas masing-masing berkategori sedang; rerata n-gain tidak berbeda secara signifikan dari kedua kelas; dan respons siswa berkategori sangat baik terhadap pembelajaran menggunakan model PBL. Dengan ini, pembelajaran virtual model PBL bisa menjadi masukan bagi guru untuk memperbaiki HOTs siswa.

Kata kunci: Problem Based Learning, Higher Order Thinking Skills, pembelajaran virtual, fisika

Higher Order Thinking Skills (HOTs) play an important role in 21st-century education, including critical and innovative thinking. This study aims to describe the effectiveness of virtual physics learning using Problem Based Learning model to improve the HOTs of senior high school students. This study used a pre-experimental design with a one-group pre-test and post-test without a control group. The sample used in this study was the students of SMAN 17 Surabaya totaling 62 students, which were divided into 2 (two) classes. The data were collected using instruments in the form of HOTs tests, student response questionnaires, and learning implementation observation sheets. The data analysis used paired t-test, calculation of n-gain, and independent t-test. The results showed that virtual physics learning using the PBL model can effectively increase the HOTs of senior high school students. It indicated with an increase of students HOT scores, which were statistically significant at 5% alpha; the average n-gain of the two classes was in the medium category; the mean n-gain was not significantly different from the two classes; the students' responses were categorized as very good towards the learning process using PBL model. Therefore, virtual learning using the PBL model can be a reference for the teachers to improve the students HOTs.

Keywords: Problem Based Learning, Higher Order Thinking Skills, virtual learning, physics