<![CDATA[Penelitian ini merupakan penelitian True Experiment dengan tujuan mengetahui gambaran kemampuan menyelesaikan soal-soal HOTS fisika peserta didik SMAN 2 Lutim yang diajarkan dengan strategi ekspositori, mengetahui gambaran kemampuan menyelesaikan soal-soal HOTS fisika peserta didik SMAN 2 Lutim yang diajarkan dengan strategi pembelajaran metakognitif dan mengetahui perbedaan kemampuan menyelesaikan soal-soal HOTS fisika antara peserta didik yang diajarkan dengan strategi pembelajaran ekspositori dan peserta didik yang diajarkan dengan strategi pembelajaran metakognitif. Subjek dalam penelitian ini adalah peserta didik kelas XI MIPA 1 dan 2 sebagai kelas eksperimen dan kelas XI MIPA 3 dan 4 sebagai kelas kontrol dengan jumlah peserta didik 136 orang dan setiap kelasnya terdapat 34 peserta didik. Jumlah soal kriteria valid sebanyak 10 soal. Hasil analisis deskriptif diperoleh bahwa skor rata-rata peserta didik pada kelas kontrol sebesar 14,09, skor rata-rata peserta didik pada kelas ekpserimen sebesar 31,07. Kategori yang diperoleh peserta didik pada kelas kontrol yaitu kategori rendah dan peserta didik pada kelas ekeperimen yaitu kategori tinggi. Dari hasil analisis inferensial diperoleh perbedaan kemampuan menyelesaikan soal-soal HOTS fisika antara peserta didik yang diajar dengan strategi pembelajaran ekspositori dan yang diajar dengan strategi pembelajaran metakognitif. Kata kunci: Strategi Pembelajaran Ekspositori, Strategi Pembelajaran Metakognitif, Higher Order Thinking Skills (HOTS) Fisika Abstract – This research is a True Experiment study with the aim of knowing the description of the ability to solve HOTS physics problems of students of SMAN 2 Lutim who are taught with expository strategies, knowing the description of the ability to solve HOTS physics problems of students of SMAN 2 Lutim who are taught with metacognitive learning strategies and knowing the differences in the ability to solve HOTS physics problems between students who are taught with expository learning strategies and students who are taught with metacognitive learning strategies.. The subjects in this research were students of class XI MIPA 1 and 2 as the experimental class and class XI MIPA 3 and 4 as the control class with a total of 136 students and each class has 34 students. The total valid questions criteria as many as 10 questions. The results of the descriptive analysis obtained that the average score of students in the control class was 14.09, the average score of students in the experimental class was 31.07. The category obtained by students in the control class was the low category and students in the experimental class were the high category. From the results of the inferential analysis, it was obtained that there was a difference in the ability to solve HOTS physics problems between students who were taught with expository learning strategies and who were taught with metacognitive learning strategies. Keywords: Expository Learning Strategies, Metacognitive Learning Strategies, Higher Order Thinking Skills (HOTS) physics questions.]]>
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