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Fadhila, Sherly
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Optimizing Discovery Learning to Enhance HOTS: Why Use Argumentative Worksheets? Hasnunidah, Neni; Fadhila, Sherly; Yolida, Berti; Nadya, Meriza; Maulina, Dina
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.9412

Abstract

Higher Order Thinking Skills (HOTS) is very important for learners to master because they can develop the critical, analytical, and creative thinking skills needed to face complex challenges in daily life This study aims to examine the HOTS of students on the use of the Argumentative LiveWorksheet of Plant Tissue Structure through the Discovery Learning model. This type of research is a quasi-experiment using a pretest-posttest non-equivalent control group design. The subject of this study is 60 students of grade VIII of junior high school in Metro City which are divided into experimental classes and control classes. The research instrument is in the form of a HOTS essay test that measures the ability to analyze (C4), evaluate (C5), and create (C6) according to Bloom's taxonomy. In addition, questionnaire instruments are also used to find out students' responses to the learning carried out. The results showed that the experimental group that used the LiveWorksheet argumentative with the Discovery Learning model had a significantly higher HOTS score when compared to the control group. The argumentative LiveWorksheets with Discovery Learning creates a more dynamic learning environment by encouraging active student involvement in discussions, arguments, discovery, and reflective practices.
Pengaruh Model Argument-Driven Inquiry Terintegrasi STEM terhadap Pengembangan Argumentasi Ilmiah di Sekolah Menengah Indonesia Hasnunidah, Neni; Meriza, Nadya; Fadhila, Sherly; Rosidin, Undang
Jurnal Penelitian Pendidikan IPA Vol 11 No 10 (2025): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i10.12912

Abstract

This study explores the effectiveness of integrating Argument-Driven Inquiry (ADI) with Science, Technology, Engineering, and Mathematics (STEM) education to improve high school students' argumentation skills on the topic of the human respiratory system. This study was conducted at MTs Negeri 2 North Lampung, using a quasi-experimental design with a non-equivalent group design. The population consisted of 166 students spread across five different classes. From this population, samples were taken, namely students in class VIII 1 as the experimental group and students in class VIII 3 as the control group, through a cluster random sampling technique. The research instrument was a 10-question essay test that had been validated to assess students' argumentation skills. The N-Gain data of the argumentation skills of both classes were shown to be normally distributed. Based on the homogeneity of the data obtained, both had homogeneous variances. Data were analyzed using an Independent Samples t-test and effect size calculation. The results showed that the experimental class achieved a significantly higher increase in argumentation skills compared to the control class (0.46 vs. 0.29, p < 0.05). The large effect size (1.26) confirmed the model's substantial impact. Student feedback was overwhelmingly positive (82.50%). Based on the evidence, it can be concluded that the ADI-STEM learning model effectively improves students' argumentation skills and fosters 21st-century skills by aligning scientific practices with interdisciplinary learning.
Co-Authors Berti Yolida Dina Maulina Meriza, Nadya Nadya, Meriza Neni Hasnunidah Undang Rosidin