<![CDATA[One of the disadvantages in the process of learning that is conducted by teachers is the lack of effort to increase the effectiveness of PBL-Based High order thinking the skill of students. The purpose of this research is knowing the Learning HOTS-Based in English Learning. The research method that is used in this research is a quantitative method. The population in this study was students of class XI- Public Senior High School 12 Semarang. The sampling technique was carried out by a random sampling technique, which is class XI IPA 2 as an experimental class and XI IPA Class 1 as the control class. Learning outcomes using HOTS-based PBL-Based HOTS has increased pre-test and post-test values from 33.47 to 35.00 while the Discovery Learning-based HOTS has increased from 33.29 to 34.20, (2) on the PBL-Based HOTS, pre-test value of high motivated-students is 31.89 has increased in post-test of 6.55 to 38.44. While the low-motivated students have a pre-test value of 29.89 and have increased in post-test of 1.89 to 31.78 for Discovery Learning-based HOTS, pre-test value on high-motivated students of 34.11, it has increased in post-test of 0.45 to 34.56 while in low-motivated students has the pre-test value of 29.67, experiencing an increase on post-test of 3.11 to 32.78, and (3) there is interaction between PBL-based HOTS with Discovery Learning-Based HOTS to student learning outcomes. The research is capable of generating synthesis about the effectiveness of Discovery Learning-Based HOTS in English learning, providing empirical evidence so that schools and teachers can select effective learning models and it can be a basis or a reference to further research in English learning.]]>
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