PENGARUH MODEL PROBLEM BASED LEARNING BERBASIS DEEP LEARNING TERHADAP HIGHER ORDER THINKING SKILLS (HOTS) SISWA PADA MATA PELAJARAN IPAS KELAS V DI SD AL AZHAR 1 BANDAR LAMPUNG

Adelia, Putri Maharani (2026) PENGARUH MODEL PROBLEM BASED LEARNING BERBASIS DEEP LEARNING TERHADAP HIGHER ORDER THINKING SKILLS (HOTS) SISWA PADA MATA PELAJARAN IPAS KELAS V DI SD AL AZHAR 1 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pendidikan abad ke-21 menuntut siswa sekolah dasar memiliki kemampuan berpikir tingkat tinggi Higher Order Thinking Skills (HOTS) agar mampu memahami, menganalisis, dan menyelesaikan berbagai permasalahan secara kritis dan kreatif. Namun, kemampuan HOTS siswa sekolah dasar masih memerlukan penguatan untuk mendukung keterlibatan siswa secara aktif dan bermakna dalam proses pembelajaran. Penelitian ini bertujuan untuk menganalisis pengaruh integrasi Deep Learning dalam model Problem Based Learning (PBL) terhadap kemampuan HOTS siswa pada pembelajaran IPAS. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi experiment nonequivalent control group design yang melibatkan 53 siswa kelas V SD Al Azhar 1 Bandar Lampung. Data dikumpulkan melalui tes HOTS berbentuk pilihan ganda beralasan dan dianalisis menggunakan statistik deskriptif, Independent Sample t-Test, dan NGain. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kelas eksperimen (78,26) lebih tinggi dibandingkan kelas kontrol (72,27). Hasil uji hipotesis memperoleh nilai signifikansi 0,003 (<0,05), sedangkan nilai N-Gain kelas eksperimen (0,41) lebih tinggi dibandingkan kelas kontrol (0,20). Sejalan dengan itu, integrasi Deep Learning dalam model PBL berpengaruh terhadap kemampuan HOTS siswa dan dapat menjadi alternatif pembelajaran untuk mendukung pengembangan kemampuan berpikir tingkat tinggi pada pembelajaran IPAS. ABSTRACT 21st-century education demands elementary school students to have higher-order thinking skills (HOTS) to be able to understand, analyze, and solve various problems critically and creatively. However, elementary school students' HOTS skills still need strengthening to support active and meaningful student involvement in the learning process. This study aims to analyze the effect of Deep Learning integration in the Problem Based Learning (PBL) model on students' HOTS skills in science learning. The study used a quantitative approach with a quasi-experimental nonequivalent control group design involving 53 fifth-grade students of Al Azhar 1 Elementary School, Bandar Lampung. Data were collected through a HOTS test in the form of reasoned multiple-choice questions and analyzed using descriptive statistics, Independent Sample t-Test, and N-Gain. The results showed that the average posttest score of the experimental class (78.26) was higher than the control class (72.27). The results of the hypothesis test obtained a significance value of 0.003 (<0.05), while the N-Gain value of the experimental class (0.41) was higher than the control class (0.20). In line with this, the integration of Deep Learning in the PBL model has an impact on students' HOTS abilities and can be a learning alternative to support the development of highlevel thinking skills in science learning.

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