THE EFFECT OF HOTS-BASED PROBLEM BASED LEARNING (PBL) MODEL ON STUDENTS' CRITICAL THINKING SKILLS IN SCIENCE SUBJECTS

Abstract

This study aims to analyze the effect of the Problem Based Learning (PBL) model based on Higher Order Thinking Skills (HOTS) on students’ critical thinking skills in science (IPA) subjects. The background of this study is based on the low level of students’ critical thinking skills, which are still dominated by conventional learning methods that do not optimally emphasize higher-order thinking development. This research employed a quantitative approach with a quasi-experimental design, involving an experimental group and a control group. Data were collected through critical thinking tests, observations, and documentation. The results showed that there is a significant effect of implementing the HOTS-based PBL model on improving students’ critical thinking skills. This is evidenced by the difference in the average scores between the experimental class, which applied the HOTS-based PBL model, and the control class, which used conventional teaching methods. Therefore, the HOTS-based PBL model is effective in enhancing students’ critical thinking skills in science learning. This study recommends the use of the HOTS-based PBL model as an innovative instructional strategy to improve the quality of learning and students’ critical thinking abilities.