Implementasi Model Pembelajaran HOTS Oriented dalam Meningkatkan Kemampuan Berpikir Kritis Peserta Didik Sekolah Dasar
DOI:
https://doi.org/10.51278/aj.v7i3.1311Keywords:
Higher Order Thinking Skills , Critical Thinking Skills, Case-Based LearningAbstract
The development of critical thinking skills is an essential component of 21st-century education, including Islamic Religious Education (IRE) at the elementary school level. However, learning practices often remain focused on knowledge acquisition and memorization, limiting students' opportunities to develop higher-order thinking skills. This study aims to examine the implementation and effectiveness of a Higher Order Thinking Skills (HOTS)-oriented learning model in improving elementary school students' critical thinking skills in Islamic Religious Education. This study employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The participants were fifth-grade students at SDNU Metro, divided into an experimental group receiving HOTS-oriented instruction through Case-Based Learning and a control group receiving conventional instruction. Data were collected through pre-tests, post-tests, and classroom observations. The data were analyzed using descriptive statistics, an independent-samples t-test, and normalized gain (N-Gain) analysis. The findings revealed that the HOTS-oriented learning model was implemented very effectively, encouraging students to actively analyze contextual problems, evaluate alternative solutions, construct arguments, and make decisions based on Islamic values. The experimental group demonstrated a greater improvement in critical thinking scores, increasing from 77.86 in the pre-test to 92.29 in the post-test, compared with the control group, which increased from 77.43 to 84.14. Furthermore, the experimental group achieved an N-Gain score of 0.65 (moderate category), while the control group obtained 0.30 (low category). The independent-samples t-test indicated a statistically significant difference between the groups (t = 4.871, p < 0.001). These findings demonstrate that the integration of HOTS-oriented instruction through Case-Based Learning is more effective than conventional instruction in enhancing students' critical thinking skills. This study highlights the importance of contextual and student-centered learning in developing higher-order thinking while strengthening students' understanding and practical application of Islamic values in everyday life.
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