HOTS-AEP-COVID-19 and ILMIZI learning model: The 21st-Century environmental learning in senior high school

Ilmi Zajuli Ichsan (Scopus ID: 57209737062Department of Population and Environmental Education, Universitas Negeri Jakarta and Department of Biology Education, Universitas Negeri Jakarta, Rawamangun Muka Street, East Jakarta, Special Region of Jakarta 13220)
Henita Rahmayanti (Department of Population and Environmental Education, Universitas Negeri Jakarta, Rawamangun Muka Street, East Jakarta, Special Region of Jakarta 13220)
Agung Purwanto (Department of Population and Environmental Education, Universitas Negeri Jakarta, Rawamangun Muka Street, East Jakarta, Special Region of Jakarta 13220)
Diana Vivanti Sigit (Department of Biology Education, Universitas Negeri Jakarta, Rawamangun Muka Street, East Jakarta, Special Region of Jakarta 13220)
Mieke Miarsyah (Department of Biology Education, Universitas Negeri Jakarta, Rawamangun Muka Street, East Jakarta, Special Region of Jakarta 13220)
Paulo Weslem Portal Gomes (Institute of Biology, University of Campinas, Monteiro Lobato Street, Sao Paulo 13083-862)

Jurnal Pendidikan Biologi Indonesia
Vol. 6 No. 2 (2020): JULY

Environmental learning in the Coronavirus Disease 2019 (COVID-19) pandemic requires 21st-Century learning innovation which promotes Higher-Order Thinking Skills (HOTS) of which ILMIZI is the potential learning model. The purpose of this study was to measure the students’ HOTS using HOTS Assessment based on Environmental Problem of COVID-19 (HOTS-AEP-COVID-19) and describe the syntax of ILMIZI model for the implementation of e-learning during the COVID-19 pandemic. The research subjects used  were 172 senior high school students randomly selected from Bekasi City in several schools. The descriptive research used online survey as the data collection technique. The results showed that the students HOTS scores measured using HOTS-AEP-COVID-19 were still in very low category either for all students (22.83) or male students (21.32) and female students (23.82). Hence, the ILMIZI model need further evaluation to be implemented as an alternative for the 21st-Century environmental learning.