Blended Learning and Project Based Learning: The Method to Improve Students’ Higher Order Thinking Skill (HOTS)

Keywords: Blended Learning, Higher Order Thinking Skill (HOTS), Project Based Learning

Abstract

The background of this research was the demands of the industrial revolution 4.0 era. Hence, the students should have high-oder thinking skills and lecturers must be able to create learning that was able to achieve these demands. This study examined the effect of Blended Learning and Project Based Learning in improving the students’ Higher Order Thinking Skill (HOTS). This research was an experimental research with a quasi-experiment design type. The sample of this research was 90 students from Primary School Teacher Education Department at State University of Padang. This research proven that the obtained t count = 4.374 with df = 392.24 and sig (1 way) = 0.000 where sig (1 way) <0.05. It concluded that there was an improving of students’ HOTS ability that learned using Blended Learning and Project Based Learning rather than of using Blended Learning only. This research of using Blende-Learning and Project Based learning could improve on students' higher-order thinking skills. This research implied using Blended Learning and Project Based learning model was an alternative to improve Higher Order Thinking Skill (HOTS).

Keywords:  Blended Learning, Higher Order Thinking Skill (HOTS), Project Based Learning.

References

Achsin, M. (2016). Kemampuan Pemecahan Masalah Pada PBL Pendekatan Kontekstual dalam Tinjauan Inventori Kesadaran Metakognitif. In PRISMA, Prosiding Seminar Nasional Matematika (pp. 696-704). Google Scholar

Agarwal, H., & Pandey, G. N. (2013). Impact of E-Learning in Education. 2(12), 146–148. Google Scholar

Ahmad, S., Kenedi, A. K., & Masniladevi, M. (2018). Instrumen Hots Matematika Bagi Mahasiswa PGSD. Jurnal PAJAR (Pendidikan dan Pengajaran), 2(6), 905-912. Google Scholar

Ahmad, S., Prahmana, R. C. I., Kenedi, A. K., Helsa, Y., Arianil, Y., & Zainil, M. (2017). The instruments of higher order thinking skills. In Journal of Physics: Conference Series (Vol. 943, No. 1, p. 012053). IOP Publishing. Google Sholar

Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: PT. Rineka Cipta. Retrieved from Google Scholar

Baygin, M., Yetis, H., Karakose, M., & Akin, E. (2016, September). An effect analysis of industry 4.0 to higher education. In 2016 15th international conference on information technology based higher education and training (ITHET) (pp. 1-4). IEEE. Google Scholar

Basilotta Gómez-Pablos, V., Martín del Pozo, M., & García-Valcárcel Muñoz-Repiso, A. (2017). Project-based learning (PBL) through the incorporation of digital technologies: An evaluation based on the experience of serving teachers. Computers in Human Behavior, 68, 501–512. https://doi.org/10.1016/j.chb.2016.11.056

Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415

Benešová, A., & Tupa, J. (2017). Requirements for education and qualification of people in Industry 4.0. Procedia Manufacturing, 11, 2195-2202. https://doi.org/10.1016/j.promfg.2017.07.366

Bibi, S., & Jati, H. (2015). Efektivitas model blended learning terhadap motivasi dan tingkat pemahaman mahasiswa mata kuliah algoritma dan pemrograman. Jurnal Pendidikan Vokasi, 5(1), 74-87.

http://dx.doi.org/10.21831/jpv.v5i1.6074

Butler, H. A. (2012). Halpern Critical Thinking Assessment predicts real‐world outcomes of critical thinking. Applied Cognitive Psychology, 26(5), 721-729.

https://doi.org/10.1002/acp.2851

Campbell, D. T., & Stanley, J. C. (2015). Experimental and Quasi-Experimental Designs for Research. Ravenio Books. Google Scholar

Chang, L.-C., & Lee, G. C. (2010). A team-teaching model for practicing project-based learning in high school: Collaboration between computer and subject teachers. Computers & Education, 55(3), 961–969. https://doi.org/10.1016/j.compedu.2010.04.007

Choi, J., Lee, J.-H., & Kim, B. (2019). How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teaching and Teacher Education, 85, 45–57. https://doi.org/10.1016/j.tate.2019.05.005

Dwiyanti , V., Ana, A., & Widianingsih, I. (2018). Industrial Education Impact on Vocational Student Social Skills. Innovation of Vocational Technology Education, 14(2), 98–103. https://doi.org/10.17509/invotec.v14i2.14362

Faheem, M., Shah, S. B. H., Butt, R. A., Raza, B., Anwar, M., Ashraf, M. W., … Gungor, V. C. (2018). Smart grid communication and information technologies in the perspective of Industry 4.0: Opportunities and challenges. Computer Science Review, 30, 1–30. https://doi.org/10.1016/j.cosrev.2018.08.001

Fernandes, S. R. G. (2014). Preparing Graduates for Professional Practice: Findings from a Case Study of Project-based Learning (PBL). Procedia - Social and Behavioral Sciences, 139, 219–226. https://doi.org/10.1016/j.sbspro.2014.08.064

Hariharasudan, A., & Kot, S. (2018). A Scoping Review on Digital English and Education 4.0 for Industry 4.0. Social Sciences, 7(11), 227. https://doi.org/10.3390/socsci7110227

Hasanah, M. A., & Surya, E. (2017). Differences in the abilities of creative thinking and problem solving of students in mathematics by using cooperative learning and learning of problem solving. International Journal of Sciences: Basic and Applied Research (IJSBAR), 34(01), 286-299. Google Scholar

Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-Based Learning in Post-Secondary Education – Theory, Practice and Rubber Sling Shots. Higher Education, 51(2), 287–314. https://doi.org/10.1007/s10734-004-6386-5

Helsa, Y., & Kenedi, A. K. (2019). Edmodo-Based Blended Learning Media in Learning Mathematics. JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE), 2(2), 107–117. https://doi.org/10.33578/jtlee.v2i2.7416

Herman, T. (2017). The Enhancement of Students ’ Critical Thinking Skills in Mathematics through The 5E Learning Cycle with Metacognitive Technique. 57(ICMSEd 2016), 4(7), 101–106. Google Scholar

Insyasiska, D., Zubaidah, S., & Susilo, H. (2017). Pengaruh project based learning terhadap motivasi belajar, kreativitas, kemampuan berpikir kritis, dan kemampuan kognitif siswa pada pembelajaran biologi. Jurnal Pendidikan Biologi, 7(1), 9-21. http://dx.doi.org/10.17977/jpb.v7i1.713

Kiranawati, I. (2014). Pengaruh Penerapan Model Blended Learning Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Akuntansi Di SMK Negeri 11 Bandung. Jurnal Pendidikan Akuntansi & Keuangan, 4(1), 1-14. https://doi.org/10.17509/jpak.v4i1.15381

Kivunja, C. (2015). Exploring the pedagogical meaning and implications of the 4Cs “super skills” for the 21st century through Bruner’s 5E lenses of knowledge construction to improve pedagogies of the new learning paradigm. Creative Education, 6(02), 224.. https://doi.org/10.4236/ce.2015.62021

Koh, J. H. L., Herring, S. C., & Hew, K. F. (2010). Project-based learning and student knowledge construction during asynchronous online discussion. The Internet and Higher Education, 13(4), 284–291. https://doi.org/10.1016/j.iheduc.2010.09.003

Kristanto, A., & Mariono, A. (2017). The Development of Instructional Materials E-Learning Based On Blended Learning. 10(7), 10–17. https://doi.org/10.5539/ies.v10n7p10

Kusairi, S. (2013). Pengaruh Blended Learning terhadap Penguasaan Konsep dan Penalaran Fisika Peserta Didik Kelas X. 9(1), 67–76. https://doi.org/10.15294/jpfi.v9i1.2582

Kusumah, Y. S. (2010). Dampak Pendidikan Matematika Realistik Masalah Siswa Smp. 1(1), 41–51. Google Scholar

Laar, E. Van, Deursen, A. J. A. M. Van, Dijk, J. A. G. M. Van, & Haan, J. De. (2017). Computers in Human Behavior The relation between 21st-century skills and digital skills : A systematic literature review. Computers in Human Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010

Lasi, H., Fettke, P., Kemper, H. G., Feld, T., & Hoffmann, M. (2014). Industry 4.0. Business & information systems engineering, 6(4), 239-242. https://doi.org/10.1007/s12599-014-0334-4

Lase, D. (2019). Education and Industrial Revolution 4.0. Jurnal Handayani PGSD FIP UNIMED, 10(1), 48–62. https://doi.org/10.24114/jh.v10i1.14138

Lewin, C., & Mcnicol, S. (2015). Supporting the development of 21st century skills through ICT. KEYCIT 2014: key competencies in informatics and ICT, 7, 181. Google Scholar

Liao, Y., Rocha, E., Deschamps, F., & Brezinski, G. (2018). The impact of the fourth industrial revolution : a cross-country / region comparison. 28, https://doi.org/10.1590/0103-6513.20180061

López-pérez, M. V., Pérez-lópez, M. C., & Rodríguez-ariza, L. (2011). Computers & Education Blended learning in higher education : Students ’ perceptions and their relation to outcomes. Computers & Education, 56(3), 818–826. https://doi.org/10.1016/j.compedu.2010.10.023

Manufacturing, I. (2017). Requirements for Education and Qualification of People in Industry. 11(June), 2195–2202. https://doi.org/10.1016/j.promfg.2017.07.366

Maskuriy, R., Selamat, A., Ali, K. N., Maresova, P., & Krejcar, O. (n.d.). applied sciences Industry 4 . 0 for the Construction Industry — How Ready Is the Industry ?. Google Scholar

Mayes, R., Natividad, G., & Spector, J. M. (2015). Challenges for Educational Technologists in the 21st Century. Education Sciences, 5(3), 221–237. https://doi.org/10.3390/educsci5030221

Mcphee, C., Hudson, D., & Allahar, H. (2017). Technology Innovation Management Review Editorial : Insights. 7(11). Google Scholar

Ningsih, Y. L., & Jayanti, J. (2016). Hasil Belajar Mahasiswa Melalui Penerapan Model Blended Learning Pada Mata Kuliah Persamaan Diferensial. Jurnal Pendidikan Matematika RAFA, 2(1), 1–11. Google Scholar

Osubor, V. I., & Chiemeke, S. C. (2015). E-Learning Functional Model: A Technology-Based Teaching Method For Providing Access To Sustainable Quality Education. African Journal of Computing & ICT, 8(2). Google Scholar

Rahman, M. (2019). 21st Century Skill “Problem Solving”: Defining the Concept. Asian Journal of Interdisciplinary Research, 2(1), 64–74. https://doi.org/10.34256/ajir1917

Sardone, N. B., & Devlin-Scherer, R. (2010). Teacher Candidate Responses to Digital Games. Journal of Research on Technology in Education, 42(4), 409–425. https://doi.org/10.1080/15391523.2010.10782558

Selamat, A., Alias, R. A., Hikmi, S. N., Puteh, M., & Tapsi, S. M. (2017). Higher education 4.0: Current status and readiness in meeting the fourth industrial revolution challenges. Redesigning Higher Education towards Industry, 4, 23-24. Google Scholar

Sudarman, S. (2015). Pengaruh strategi pembelajaran blended learning terhadap perolehan belajar konsep dan prosedur pada mahasiswa yang memiliki self-regulated learning berbeda. Jurnal Pendidikan dan Pembelajaran (JPP), 21(1), 107-117. Google Scholar

Susanti, V. D. (2018). Analisis Kemampuan Kognitif dalam Pemecahan Masalah Berdasarkan Kecerdasan Logis-Matematis. JMPM: Jurnal Matematika dan Pendidikan Matematika, 3(1), 71–83. https://doi.org/10.26594/jmpm.v3i1.998

Susilawati, E. (2017). The Using Of Blended Learning For Citizenship Education Course. International Journal of Scientific & Technology Research, 6(10), 278-281. Google Scholar

Thieman, G. Y. (2008). Using Technology as a Tool for Learning and Developing 21st Century Citizenship Skills : An Examination of the NETS and Technology Use by Preservice Teachers With Their K-12 Students. 8, 342–366.

Google Scholar

Wagner, T., Herrmann, C., & Thiede, S. (2017). Industry 4.0 Impacts on Lean Production Systems. Procedia CIRP, 63, 125–131. https://doi.org/10.1016/j.procir.2017.02.041

Usman, U. (2019). Komunikasi Pendidikan Berbasis Blended Learning Dalam Membentuk Kemandirian Belajar. Jurnal Jurnalisa, 4(1), 136-150.

https://doi.org/10.24252/jurnalisa.v4i1.5626

Xu, M., David, J. M., & Kim, S. H. (2018). The Fourth Industrial Revolution : Opportunities and Challenges. 9(2), 90–95. https://doi.org/10.5430/ijfr.v9n2p90

Yuliati, S. R., & Lestari, I. (2018). Higher-Order Thinking Skills (HOTS) Analysis Of Students In Solving Hots Question In Higher Education. Perspektif Ilmu Pendidikan, 32(2), 181-188. Google Scholar

Published
2019-12-27