<![CDATA[This study examines the comparison of HOTS of students using PBL and Scaffolding by taking into account the form of assignments. The method research with a quasi-experimental approach. Collection techniques use tests. Hypothesis testing uses two-way variance analysis and two independent sample t-tests. Based on data analysis obtained results: (1) There are differences in HOTS between students using PBL and Scaffolding. (2) There are differences HOTS of who are given project assignments with portfolio. (3) There is an interaction between the learning model and the assignment form (4) HOTS ability of who PBL is higher than the Scaffoding on project. (5) HOTS abilities of who learn using PBL are lower than Scaffolding on portfolio. (6) HOTS are given higher project assignments than portfolio PBL. (7) HOTS abilities of who were given project assignments were lower than portofolio using the Scaffolding. Penelitian ini bertujuan untuk mengetahui perbandingan HOTS siswa menggunakan model pembelajaran PBL dan Scaffolding dengan memperhatikan bentuk penugasan. Metode penelitian komparatif dengan pendekatan eksperimen semu. Teknik pengumpulan data menggunakan tes. Pengujian hipotesis menggunakan analisis varians dua jalan dan t-tes dua sampel independen. Berdasarkan analisis data diperoleh hasil: (1) Ada perbedaan HOTS antara siswa yang pembelajarannya PBL dan Scaffolding. (2) Ada perbedaan HOTS yang diberi tugas proyek dan portofolio. (3) Ada interaksi antara model pembelajaran dengan bentuk penugasan.(4) Kemampuan HOTS yang menggunakan PBL lebih tinggi dibandingkan Scaffoding pada proyek. (5) Kemampuan HOTS siswa yang pembelajarannya PBL lebih rendah dibandingkan Scaffolding pada tugas portofolio.(6) Kemampuan HOTS diberi tugas proyek lebih tinggi dibandingkan portofolio PBL. (7) kemampuan HOTS yang diberi tugas proyek lebih rendah dibandingkan portofolio pada Scaffolding. Kata Kunci: Berpikir tingkat tinggi, PBL, Scaffolding, proyek dan portofolio]]>
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