<![CDATA[Tujuan penelitian ini adalah untuk mendeskripsikan keterlaksanaan pembelajaran yang menerapkan kolaborasi metode think-pair square dan cooperative two-stage exam, mendeskripsikan higher-order thinking skills siswa, dan mendeskripsikan respon siswa terhadap proses pembelajaran. Pre-experimental design dengan one group pre-test post-test design dan replikasi digunakan dalam penelitian ini. Tes, observasi, dan angket digunakan dalam pengempulan data. Subyek penelitian adalah siswa di tiga kelas XII MIA di SMAN 2 Lamongan. Hasil penelitian menunjukkan bahwa: (1) Persentase rata-rata keterlaksanaan pembelajaran pada kelas eksperimen sebesar 76%, pada kelas replikasi 1 sebesar 89% dan pada kelas replikasi 2 sebesar 79,44%. (2) Peningkatan higher-order thinking skills siswa pada kelas eksperimen dengan nilai gain <g> 0,23 dalam kategori rendah, pada kelas replikasi 1 sebesar 0,38 dalam kategori sedang, dan pada kelas replikasi 2 dengan nilai gain <g> sebesar 0,36 dalam kategori sedang. (3) Respon positif didapatkan pada proses pembelajaran dengan persentase rata-rata pada kelas eksperimen sebesar 79%, pada kelas replikasi 1 sebesar 76% dan pada kelas replikasi 2 sebesar 78%. Dengan demikian, pembelajaran menggunakan kolaborasi metode think-pair square dan cooperative two-stage exam dapat meningkatkan higher-order thinking skills siswa. Kata Kunci: higher-order thinking skills, think-pair square, cooperative two-stage exam Abstract The purpose of this study is to describe the quality of learning process that applies collaborative methods of think-pair square and cooperative two-stage exam, to describe students’ higher-order thinking skills, and to describe students’ response towards the learning process. Pre-experimental design with one group pre-test post-test design was used in this study. Test, observations, and questionnaires were used to obtain the data. The subjects of the study are students in three classes from grade XII MIA in SMAN 2 Lamongan. The study showed that: (1) the average percentage of the learning process quality in experimental class is 76%, in replication class 1 is 89% and in replication class 2 is 79, 44%. (2) The increase in students higher-order thinking skills is calculated and the value of gain <g> in experimental class is 0, 23 which is a low category, in replication class 1 is 0,38 which is a medium category, and in replication class 2 is 0,36 which is also a medium category. (3) Positive responses are obtained during the learning process with an average percentage in experimental class is 79%, in replication class 1 is 76% and in replication class 2 amounted to 78%. Thus, learning process using collaborative methods of think-pair square and cooperative two-stage exam can increase students’ higher-order thinking skills. Keywords: higher-order thinking skills, think-pair square, cooperative two-stage exam ]]>
