CHAPTER IV FINDINGS AND DISSCUSSION
B. Disscussion
This research was conducted in SMA Negeri 2 Wajo with the sample eleven grade. The objective of the research was to know the students‟ perception toward the implementation of higher order thinking skills (HOTS) used by the teacher in learning.
The questionnaire above was to know the students‟ perception toward the implementation of higher order thinking skills (HOTS) by the teacher in learning, in this case how students are able to analyze, evaluate and create new ideas in the learning process. In the learning process, teachers can direct and build students' higher-order thinking skills by applying the right strategies, models and methods to make students focus so students are able to grow higher-order thinking skills in themselves.
As Mitri (2016) said that to build higher-order thinking skills in students, the most appropriate strategy used in learning activities is the inquiry strategy. The inquiry strategy emphasizes the ability to think critically and analytically. In the inquiry strategy, the learning methods applied were discussion, assignment, experimentation, question, and answer.
Then, to build higher-order thinking skills in students, the most appropriate learning model to use was the problem-based learning (PBL).
Through the PBL model, students were expected to be able to solve problems in learning.
So, the efforts that can be made by the teacher to be able to stimulate and foster student activity in thinking are through group discussion activities, questions and answers, and the provision of certain questions to be solved together then the teacher can give students the opportunity to respond or provide input and criticism of what that has been learned. Thus students not only have the skills to memorize something from the material that has been given, but students are also able to analyze, evaluate and then create new things related to the material that has been learned.
As we know, in higher order thinking skills there are three levels namely analyzing, evaluating and creating new things in the form of ideas that have never been found before. The analysis itself is the process of breaking down material into its constituent parts, determining how the parts are related to each other and the process of this category includes cognitive processes to distinguish, organize, and connect. Analyzing can make it easier for students to find new information from the opinions of others and from other sources. That means that the application of learning based on higher order thinking skills can improve students' ability to analyze information or problems encountered in learning activities.
Then evaluating is a cognitive process that involves making judgments based on criteria and standards. The evaluation category includes the cognitive process of examining decisions taken based on internal criteria and criticizing decisions taken based on external criteria.
Evaluating can enable students to be able to express opinions or criticisms of information obtained through friends or other sources. However, sometimes students still feel shy and hesitant to express their opinions or criticisms. This is likely due to the lack of opportunities for students to express their opinions.
Finally, creating is a cognitive process that involves the union of elements to form a coherent or functional whole; namely rearranging elements into new structural patterns. To achieve this goal, many students create information or material to create something new. Because they are accustomed to finding information themselves, students will also be able to choose and sort out which ones should be taken and which are not. So students can easily create new things from the information they have obtained before.
This research is relevant from Yen and Halili (2015) ". Effective Teaching of Higher-Order Thinking (HOT) in Education ". It was concluded that to develop and enhance students' HOT has been a major educational goal. As a matter of fulfilling a national aspiration in education, the role of teachers in inculcating HOT is another important aspect of HOT teaching effectively.
Higher Order Thinking Skills (HOTS) is the ability to think that is not just remembering, restating, and also referring without doing processing, but the ability to think about information critically, creatively and able to solve problems. Higher order thinking involves the learning of
complex judgmental skills such as critical thinking and problem solving.
Higher order thinking is more difficult to learn or teach but also more valuable because such skills are more likely to be usable in novel situations.
Learning based on higher order thinking skills will be very beneficial for students because in the 2013 curriculum learning students are expected to be able to have higher level thinking skills. Its application in learning can be done by directing students to make mind mapping, often asking questions, compiling daily notes, and other activities. This can train students to think more critically in doing something so that they will be trained to solve problems by themselves.
The application of high-level thinking skills has a great influence in the learning process. This is evidenced by the results of the questionnaire average score of 75. This means that learning based on higher-order thinking skills has a lot of influence on student learning outcomes such as, they are trained to be able to process the information they already know with new information that they can then make your own conclusions.
Although students show that the application of higher order thinking skills in learning activities has a great influence on their learning outcomes, still the teacher's role is also very important in the application of higher level thinking skills in learning.
49 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two sections, the first section deal with the conclusion on the findings of the research and the other one deal with the suggestion.
A. Conclusion
Based on the findings and discussion in the previous chapter, the researcher drew a conclusion:
The eleventh-grade students of SMA Negeri 2 Wajo had a positive perception of higher-order thinking skills used by English teacher. The mean score of the student questionnaire is 75 which means that most of the students agree with learning that is based on high-level thinking skills used by English teachers.
The implementation of higher-order thinking skills by the teacher has a considerable influence on student learning outcomes, namely students can practice their ability to analyze new information and relate it to information they already have which they later re-evaluate and combine to create new things that are different from the previous. Students will also get used to facing questions that require higher-order thinking skills. The most important thing is students feel comfortable and not bored with the learning methods used by the teacher.
B. Suggestion
Based on the conclusion above, there is some suggestion given as follows:
1. The English teacher at SMA Negeri 2 Wajo should use methods and strategies that are suitable for higher order thinking skills- based learning so that the learning objectives of the 2013 curriculum that enable students to have more thinking skills than usual can be achieved.
2. The other researcher, it is expected that the results of this research will help in finding references for further research.
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APPENDIX
4 5 4 4 5 4 5 4 4 5 4 4 4 4 4 5 4 5 5 4 4 87
5 3 3 3 4 4 5 4 3 3 3 3 3 3 2 3 3 2 3 3 3 63
6 5 5 5 4 4 5 5 4 5 4 3 4 5 4 5 5 4 5 4 4 89
7 4 3 3 4 3 3 5 5 3 3 3 3 5 3 5 5 3 3 3 3 72
8 5 4 4 5 4 5 5 4 5 5 5 5 5 4 4 5 4 5 4 5 92
9 5 4 4 4 4 4 5 4 4 5 5 5 4 4 5 5 5 5 4 3 88
10 4 5 5 5 3 4 4 3 4 5 4 4 5 4 4 4 3 4 3 3 80
11 3 4 3 2 5 4 4 4 3 3 3 3 5 2 3 4 4 4 2 3 68
12 3 4 4 4 3 3 3 3 3 2 2 3 4 3 3 3 2 2 3 3 60
13 4 3 4 5 4 5 4 3 4 3 3 3 4 2 3 3 2 5 2 3 69
14 5 4 4 4 4 4 5 4 4 5 5 5 4 4 5 5 5 5 4 3 88
15 3 2 3 5 3 5 4 3 4 4 3 3 5 3 3 3 3 4 3 4 70
16 4 4 4 5 4 3 3 4 3 4 4 4 5 4 4 4 4 4 2 4 77
17 2 2 2 4 3 3 3 3 4 3 4 2 4 3 4 3 3 2 3 2 59
18 4 3 3 4 4 2 4 3 4 3 3 4 5 4 4 4 3 5 3 5 74
19 5 4 4 5 4 3 4 4 5 4 4 4 5 4 5 4 4 4 4 4 84
20 5 4 4 4 5 4 5 3 4 5 4 4 5 4 3 4 5 5 4 5 86
21 5 4 4 5 5 5 5 4 5 5 5 4 5 5 4 5 5 5 4 5 94
22 3 5 5 5 4 3 5 3 3 3 3 3 4 4 4 2 4 4 4 5 76
23 4 3 3 3 4 5 3 3 5 3 3 3 3 3 4 3 3 3 3 3 67
24 4 3 3 4 4 5 3 3 5 3 3 3 3 3 4 3 3 3 3 3 68
25 3 4 3 5 3 5 5 3 4 3 3 3 4 4 3 4 5 3 4 3 74
26 4 4 3 4 3 5 5 4 5 4 3 3 5 3 4 3 3 3 3 4 75
27 4 3 3 4 4 5 5 4 5 3 3 3 5 3 4 3 4 4 4 4 77
28 4 4 4 5 4 5 4 4 4 4 3 3 4 2 3 4 3 4 2 4 74
29 4 3 3 5 3 2 4 5 4 2 4 2 5 4 3 3 2 4 2 3 67
30 2 2 2 4 2 3 3 3 3 3 3 2 4 3 3 3 3 3 2 3 56
Total 117 110 108 129 112 124 126 108 122 110 107 103 132 102 115 111 106 118 97 108 2265
DOCUMENTATION