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All Journal Pedagogika: Jurnal Ilmu-Ilmu Kependidikan
Dilla Arnanda
Universitas Nahdlatul Ulama Sumatera Utara
Education

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Pengaruh Model Higher Order Thinking Skills terhadap Hasil Belajar Siswa pada Materi Struktur dan Fungsi Tumbuhan Kelas IV MIS Al-Arafah Dilla Arnanda; Emy Hariati; Thessa Herdyana
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 2 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i2.2194

Abstract

Limited student engagement in conventional science instruction can hinder conceptual understanding and learning outcomes, particularly in topics requiring analytical reasoning. This study investigated the effect of learning based on Higher Order Thinking Skills (HOTS) on fourth-grade students’ learning outcomes in the topic of plant structure and function at MIS Al-Arafah. The study employed an experimental design involving a control class (IV A) taught through conventional instruction and an experimental class (IV B) taught through HOTS-based learning, with 20 students in each group. Data were collected using pretests and posttests and analyzed using an independent-samples t-test after satisfying normality and homogeneity assumptions. The control class mean score increased from 59.5 on the pretest to 76.0 on the posttest, while the experimental class increased from 61.0 to 89.5. The statistical analysis revealed a significant difference in learning outcomes between the two groups (t = −4.899, df = 38, p < 0.001). These findings demonstrate that HOTS-based learning was associated with significantly higher science learning outcomes than conventional instruction, supporting its application in teaching plant structure and function at the elementary school level.
Co-Authors Emy Hariati Thessa Herdyana