Keefektifan Pembelajaran Menggunakan Pendekatan Problem Posing dan Pendekatan Open-Ended Ditinjau Dari HOTS

Dasih Lelani Nurina; Heri Retnawati

doi:10.21831/pg.v10i2.9128

Keefektifan Pembelajaran Menggunakan Pendekatan Problem Posing dan Pendekatan Open-Ended Ditinjau Dari HOTS

Dasih Lelani Nurina, , Indonesia
Heri Retnawati, Pendidikan Matematika, Universitas Negeri Yogyakarta, Indonesia

10.21831/pg.v10i2.9128

Abstract

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran trigonometri dengan menggunakan pendekatan problem posing dan pendekatan open-ended ditinjau dari HOTS siswa. Penelitian ini merupakan penelitian eksperimen semu. Penelitian ini menggunakan satu kelompok eksperimen dan satu kelompok kontrol. Populasi penelitian ini adalah seluruh siswa kelas X SMA Negeri 3 Bantul. Sampel penelitian sebanyak dua kelas yang dipilih secara acak. Instrumen penelitian yang digunakan adalah instrumen tes HOTS. Data dianalisis menggunakan uji one sample t-test dan two independent sample t-test. Hasil penelitian menunjukkan bahwa: pendekatan problem posing efektif ditinjau dari HOTS; pendekatan open-ended efektif ditinjau dari HOTS; Pendekatan open-ended tidak lebih efektif dibandingkan dengan pendekatan problem posing ditinjau dari HOTS.

Kata Kunci: problem posing, open-ended, higher order thinking skills (HOTS)

The Effectiveness Using Problem Posing Approach and Open-Ended Approach in Terms of the HOTS

Abstract

This study aims to describe the effectiveness of teaching Trigonometry using the Problem Posing Approach and Open-Ended Approach in terms of the HOTS of High School Students. This research was a quasi-experimental. The research population comprised nine classes of Year X student of SMA Negeri 3 Bantul. The sample consisted of two classes that were randomly established. The instruments used in the research was HOTS test. The data analysis techniques consisted of the one sample t-test and two independent sample t-test. The results of the research show that: the problem posing approach is effective in terms of HOTS; the open-ended approach effective in terms of HOTS; and there is no difference in effectiveness between the problem posing approach and open-ended approach in terms of HOTS.

Keywords: problem posing, open-ended, higher order thinking skills (HOTS)

Keywords

problem posing; open-ended; higher order thinking skills (HOTS)

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DOI: https://doi.org/10.21831/pg.v10i2.9128