The feasibility of biology module based on Stim-HOTS models

Authors

  • Betty Novia Pramesti Master Program of Science Education, Universitas Sebelas Maret, Jl. Ir. Sutami 36 A, Surakarta, Central Java 57126
  • Sajidan Sajidan Faculty of Teacher Training dan Education, Universitas Sebelas Maret, Jalan Ir. Sutami 36 A, Surakarta, Central Java 57126
  • Sri Dwiastuti Faculty of Teacher Training dan Education, Universitas Sebelas Maret, Jalan Ir. Sutami 36 A, Surakarta, Central Java 57126
  • Eko Setyaningsih Public Senior High School of Surakarta, Jl. Letjen Sutoyo 18 Surakarta, Central Java

DOI:

https://doi.org/10.22219/jpbi.v5i1.7385

Keywords:

Higher-order cognitive skills, higher-order thinking skills, Stim-HOTS-based module

Abstract

Based on the need’s analysis done, the empowerment of higher-order cognitive skills of the students in Surakarta was not optimal yet. This research addressed to determine and describe the feasibility of biology module which was arranged based on Stimulating Higher-Order Thinking Skills (Stim-HOTS) model. This Research and Development (R&D) involved six expert validators, including material validator, module development validator, language validator, learning instrument validator, and school practitioners. The results showed that the percentages of the module feasibility were between 83% and 98% which were categorized as very good. Based on the results of the analysis, it can be implied that the Stim-HOTS-based module can be used as learning resource.

Downloads

Download data is not yet available.

References

Ahn, R., & Class, M. (2011). Student-centered pedagogy: Co-construction of knowledge through student-generated midterm exams. International Journal of Teaching and Learning in Higher Education, 23(2), 269–281. Retrieved from http://www.isetl.org/ijtlhe/pdf/IJTLHE1023.pdf

Anderson, L. ., & Karthwohl, D. . (2001). A taxonomy for learning, teaching and assessing: a revision of blooms taxonomy of educational objective (2nd ed.). Newyork: Addison Wesley Longman, Inc. Retrieved from https://www.uky.edu/~rsand1/china2018/texts/Anderson-Krathwohl%20-%20A%20taxonomy%20for%20learning%20teaching%20and%20assessing.pdf

Arikunto, S. (2012). Dasar-dasar evaluasi pendidikan, edisi 2. Jakarta: Bumi Aksara. Retrieved from https://scholar.google.co.id/scholar?hl=id&as_sdt=0,5&cluster=16929531626349983489

Bächtold, M. (2013). What do students “construct” according to constructivism in science education? Research in Science Education, 43(6), 2477–2496. doi: https://doi.org/10.1007/s11165-013-9369-7

Branch, R. M. (2009). Instructional design: The ADDIE approach. New York: Springer. doi: https://doi.org/10.1007/978-0-387-09506-6_3

Connell, G. L., Donovan, D. A., & Chambers, T. G. (2016). Increasing the use of student-centered pedagogies from moderate to high improves student learning and attitudes about biology. CBE Life Sciences Education, 15(1), 1–15. doi: https://doi.org/10.1187/cbe.15-03-0062

Daryanto. (2013). Menyusun modul: Bahan ajar untuk persiapan guru dalam mengajar. Yogyakarta: Gava Media. Retrieved from https://scholar.google.co.id/scholar?hl=id&as_sdt=0%2C5&q=Menyusun+Modul+Bahan+Ajar+Untuk+Persiapan+Guru+Dalam+Mengajar&btnG=

Dhamija, N., & Kanchan. (2014). Effectiveness of self learning modules on the achievement and retention of undergraduate students in commerce. Educationia Confab, 3(2), 26–32. Retrieved from https://pdfs.semanticscholar.org/70ae/04fc996a22d683f19b34e0899a8faa5b6938.pdf

Fisher, K. M. (2010). Elaboration of cognitive knowledge of biology from childhood to adulthood. The Journal of General Psychology, 112(4), 389–397. doi: https://doi.org/10.1080/00221309.1985.9711027

Hasan, M., Naomee, I., & Bilkis, R. (2013). Reflection of Bloom’S revised taxonomy in the social science questions of secondary school certificate examination. The International Journal of Social Sciences, 14(1), 47–56. Retrieved from http://www.tijoss.com/TIJOSS 14th Volume/5mahbub.pdf

Istiningrum, R. B., & Wiyantoko, B. (2017). Improvement of learning outcomes inorganic chemistry through cooperative learning approach types student teams-achievement divisions with the help of molymod props. International Journal of Chemistry Education Research, 1(1), 13-23. doi: https://doi.org/10.20885/ijcer.v1i1.9914

Jabbour, K. K. (2013). Issues that restrain teachers from adapting student-centered instruction in Lebanese school. Tejuelo, 17(2), 85–96. Retrieved from https://dialnet.unirioja.es/descarga/articulo/4353130.pdf

Keengwe, J., Onchwari, G., & Onchwari, J. (2009). Technology and student learning: Toward a learner-centered teaching model. AACE Journal, 17(171), 11–22. Retrieved from www.researchgate.net/publication/255567367%0ATechnology

Lak, M., Soleimani, H., & Parvaneh, F. (2017). The effect of teacher-centeredness method vs. learner-centeredness method on reading comprehension among Iranian EFL learners. Journal of Advances in English Language Teaching, 5(1), 1–10. Retrieved from http://european-science.com/jaelt/article/download/4886/2415

Leward, B. C., & Hirata, D. (2011). An overview of 21 century skills: Summary of 21st century skills for students and teachers. Retrieved from http://www.ksbe.edu/_assets/spi/pdfs/21st_Century_Skills_Brief.pdf

Masek, A. (2019). Mode and dimension of facilitation in student-centred learning approach: A comparison of teaching experience. International Journal of Active Learning, 4(1), 24–32. doi: https://doi.org/10.15294/ijal.v4i1.13172

Mwanda, G. (2017). Towards adoption of constructivist instructional approach in learning biology in secondary school students in Kenya: Addressing learner attitude. International Journal of Secondary Education, 5(1), 1-11. doi: https://doi.org/10.11648/j.ijsedu.20170501.11

Pramesti, B., Sajidan, S., & Dwiastuti, S. (2018). Stimulating higher-order thinking skills (HOTs) with the module on metabolism topic at the senior high school in Surakarta. In Proceedings of the International Conference on Teacher Training and Education 2018 (ICTTE 2018) (Vol. 262, pp. 315–318). Paris, France: Atlantis Press. doi: https://doi.org/10.2991/ictte-18.2018.58

Prastowo, A. (2011). Panduan kreatif membuat bahan ajar inovatif. Yogyakarta: Diva Press. Retrieved from https://scholar.google.co.id/scholar?hl=id&as_sdt=0,5&cluster=4815026233283437591

Rufii, R. (2015). Developing module on constructivist learning strategies to promote students’ independence and performance. International Journal of Education, 7(1), 18. doi: https://doi.org/10.5296/ije.v7i1.6675

Sajidan, & Afandi. (2017). Pengembangan model pembelajaran IPA untuk memberdayakan keterempalian berfikir tingkat tinggi. In SEMINAR NASIONAL PENDIDIKAN SAINS “Strategi Pengembangan Pembelajaran dan Penelitian Sains untuk Mengasah Keterampilan Abad 21 (Creativity and Innovation, Critical Thinking and Problem Solving, Communication, Collaboration/4C) ” Universitas Sebelas Maret (pp. 15–27). Surakarta. Retrieved from http://jurnal.fkip.uns.ac.id/index.php/snps/article/viewFile/11366/8068

Saputri, A. C., Sajidan, S., Rinanto, Y., Afandi, A., & Prasetyanti, N. M. (2019). Improving students’ critical thinking skills in cell-Metabolism learning using stimulating higher order thinking skills model. International Journal of Instruction, 12(1), 327–342. doi: https://doi.org/10.29333/iji.2019.12122a

Serrat, M. A., Dom, A. M., Buchanan, J. T., Williams, A. R., Efaw, M. L., & Richardson, L. L. (2014). Independent learning modules enhance student performance and understanding of anatomy. Anatomical Sciences Education, 7(5), 406–416. doi: https://doi.org/10.1002/ase.1438

Singh, S., & Yaduvanshi, S. (2015). Constructivism in science classroom: Why and how. International Journal of Scientific and Research Publications, 5(3), 1–5. Retrieved from http://www.ijsrp.org/research-paper-0315/ijsrp-p3978.pdf

Stanny, C. (2016). Reevaluating Bloom’s taxonomy: What measurable verbs can and cannot say about student learning. Education Sciences, 6(4), 37. doi: https://doi.org/10.3390/educsci6040037

Stayanchi, J. (2017). Higher order thinking : Bloom’s taxonomy. Kwansei Gakuin University Humanities Review, 22, 117–124. Retrieved from https://kwansei.repo.nii.ac.jp/?action=repository_action_common_download&item_id=26444&item_no=1&attribute_id=22&file_no=1

Suciyati, A., & Adian, T. (2018). Developing the fun and educative module in plant morphology and anatomy learning for tenth graders. JPBI (Jurnal Pendidikan Biologi Indonesia), 4(1), 53-60. doi: https://doi.org/10.22219/jpbi.v4i1.5334

Suhendi, A., & Purwarno. (2018). Constructivist learning theory: The contribution to foreign language learning and teaching. KnE Social Sciences, 3(4), 87-95. doi: https://doi.org/10.18502/kss.v3i4.1921

Suwastono, A. (2011). Pengembangan pembelajaran e-learning berbasis moodle pada mata kuliah penginderaan jauh S1 Jurusan Geografi. Pascasarjana Universitas Negeri Malang, Malang. Retrieved from https://scholar.google.co.id/scholar?hl=id&as_sdt=0,5&cluster=6244928361058312649

The Law of the Republic of Indonesia No.20 Year. (2003). National Education System. Chapter 1 Article 1 Line 20. Retrieved from http://www.flevin.com/id/lgso/translations/Laws/Law No. 20 of 2003 on the National Education System (BKPM).pdf

Usmeldi, U. (2018). The effectiveness of research-based physics learning module with predict-observe-explain strategies to improve the student’s competence. In Journal of Physics: Conference Series (Vol. 1013, p. 012041). doi: https://doi.org/10.1088/1742-6596/1013/1/012041

Downloads

Published

2019-02-27

Issue

Vol. 5 No. 1 (2019): MARCH

Section

ICT, Learning Media, and Learning Resources

License

Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:

  1. For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
  2. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.