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All Journal Pelita : Jurnal Penelitian dan Karya Ilmiah Jurnal Pendidikan Teknik Sipil (JPTS)
Siti Aminah
Universitas Pendidikan Indonesia
Civil Engineering, Building, Construction & Architecture Education Languange, Linguistic, Communication & Media Social Sciences Other

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ANALISIS KEMAMPUAN BERPIKIR TINGKAT TINGGI SISWA SMP DALAM MENYELESAIKAN SOAL HOTS GEOMETRI BERDASARKAN PRESTASI BELAJAR Siti Aminah; Ade Rohayati
PELITA JURNAL PENELITIAN DAN KARYA ILMIAH Vol 25 No 1 (2025): Pelita : Jurnal Penelitian dan Karya Ilmiah [Januari - Juni]
Publisher : UNIVERSITAS ISLAM SYEKH - YUSUF TANGERANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/pelita.v25i1.588

Abstract

High-level thinking skills are the ability to think in a complex and abstract way about new knowledge then stored in memory, so this knowledge correlates with previous knowledge comprehensively so that it is able to draw its own conclusions. This study aims to analyze and describe the extent of the high-level thinking ability of junior high school students in solving geometry HOTS problems based on learning achievement. This research uses a descriptive qualitative method. The instrument used was in the form of a description test of two HOTS questions on the geometry of flat building materials which refers to the HOTS indicator according to Karthwohl (2002). The subjects of this study are two students from one of the junior high schools in the Indramayu area with different levels of learning achievement, namely students with high and low achievements. The results of the research conducted show that students with high achievement and students with low achievement have not been able to meet the three HOTS Indicators according to Krathwohl (2002), namely analyzing, evaluating and creating. In this study, the level of students' high-level thinking ability is still very low. Therefore, the provision of HOTS-based learning in schools must be applied consistently so that it can encourage the thinking ability of every student, considering that the burden on students is getting heavier in the face of the globalization era and regarding HOTS standard questions that have begun to be used in national exams.
The Effectiveness of the Reading, Mindmapping, and Sharing (RMS) Learning Model in Improving Students' Learning Outcomes in Road and Bridge Construction Siti Aminah; Dady Suryadi; Sri Rahayu
Jurnal Pendidikan Teknik Sipil Vol. 5 No. 2 (2023): November
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpts.v5i2.63504

Abstract

Background: The principal aim of this study was to evaluate the impact of employing the Reading, Mind Mapping, and Sharing (RMS) learning strategy on student learning outcomes within a course focused on road and bridge construction. The motivation for c conducting this research arose from the observation that SMK Negeri 1 Sumedang students exhibited inferior performance compared to their KKM peers in the context of road and bridge construction.Methods: Furthermore, limited research has explored the implementation of student-centred educational models within this specific realm. To address these concerns comprehensively, researchers opted to utilize a quasi-experimental strategy encompassing a non-equivalent control design. Data collection involved gathering information before the implementation of intervention methods through pre-tests and subsequently following up with post-tests post-intervention.Result: A   detailed analysis of the gathered data demonstrated clear discrepancies in learning outcomes between both experimental and control groups. Additionally, A notable discovery involved calculating normalized gain (N Gain) values for participants utilizing RMS model techniques.  Such calculations indicated a moderate level of enhancement, as apparent through median value determinations yielding 0.553.  Additionally, outcomes among exceptionally effective participants yielded impressive N gain percentages, standing at around 55.26 percent.Conclusion: Accordingly, it can be concluded without doubt that implementing teaching techniques based on RMS (Reading, Mind Mapping, and Sharing) principles hold substantial promise in enhancing student comprehension levels within road and bridge construction curriculums.
Co-Authors Ade Rohayati Dady Suryadi Sri Rahayu