PENGARUH PEER INTERACTIONS DALAM PROBLEM-BASED LEARNING TERHADAP HIGHER-ORDER THINKING SKILLS

Yuhan Hani Darul Pitriah, - (2023) PENGARUH PEER INTERACTIONS DALAM PROBLEM-BASED LEARNING TERHADAP HIGHER-ORDER THINKING SKILLS. S1 thesis, Universitas Pendidikan Indonesia.

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Abstract

Penelitian ini bertujuan untuk menginvestigasi pengaruh model pembelajaran Problem-Based Learning (PBL) dengan dukungan Peer Interactions (PI) terhadap peningkatan kemampuan High-Order Thinking Skills (HOTS) matematis siswa. Penelitian dilaksanakan melalui eksperimen dengan melibatkan kelas eksperimen menggunakan model pembelajaran PI-PBL dan kelas kontrol menggunakan model Direct Instruction (DI). Data kemampuan HOTS matematis diperoleh melalui pretest dan posttest, serta didukung oleh analisis Peer Interactions dalam konteks PBL. Hasil analisis menunjukkan bahwa tidak terdapat perbedaan signifikan antara kemampuan awal HOTS matematis siswa di kedua kelompok. Namun, setelah intervensi pembelajaran, kelas eksperimen menunjukkan peningkatan yang lebih signifikan daripada kelas kontrol. Meskipun tingginya partisipasi dalam Peer Interactions di kelas eksperimen, kualitas interaksi tidak secara signifikan terkait dengan peningkatan HOTS matematis. Temuan ini mengindikasikan bahwa model pembelajaran PI-PBL efektif dalam meningkatkan HOTS matematis, tetapi kualitas interaksi memerlukan perhatian khusus. Simpulan penelitian ini memberikan kontribusi penting terhadap pemahaman tentang efektivitas model pembelajaran inovatif dan pengaruh interaksi sosial terhadap hasil pembelajaran. Saran untuk penelitian mendatang termasuk pengembangan kualitas interaksi, penelitian lebih lanjut dengan sampel yang lebih besar, dan eksplorasi konteks pendidikan yang berbeda. This research aims to investigate the impact of Problem-Based Learning (PBL) supported by Peer Interaction (PI) on enhancing students' mathematical Higher-Order Thinking Skills (HOTS). The experiment involved an experimental group using the PI-PBL learning model and a control group using the Direct Instruction (DI) model. Data on HOTS mathematical abilities were obtained through pretests and posttests, complemented by an analysis of Peer Interaction in the context of PBL. The analysis results indicated no significant difference in the initial HOTS mathematical abilities between the two groups. However, after the learning intervention, the experimental group showed a more significant improvement than the control group. Despite the high participation in Peer Interaction in the experimental group, the quality of interaction was not significantly correlated with the enhancement of mathematical HOTS. These findings suggest that the PI-PBL learning model is effective in improving mathematical HOTS, but the quality of interaction requires special attention. The conclusions of this research contribute significantly to understanding the effectiveness of innovative learning models and the influence of social interactions on learning outcomes. Suggestions for future research include enhancing the quality of interactions, conducting further studies with larger samples, and exploring different educational contexts.

Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?view_op=new_profile&hl=en ID SINTA Dosen Pembimbing: Darhim: 6166301 Aan Hasanah: 6000349
Uncontrolled Keywords:	Peer Interactions, Problem-Based Learning, Higher-Order Thinking Skills Peer Interactions, Problem-Based Learning, Higher-Order Thinking Skills
Subjects:	L Education > L Education (General) Q Science > QA Mathematics
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Matematika > Program Studi Pendidikan Matematika
Depositing User:	Yuhan Hani Darul Pitriah
Date Deposited:	29 Dec 2023 09:35
Last Modified:	29 Dec 2023 09:35
URI:	http://repository.upi.edu/id/eprint/113856

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