EKSPLORASI ILMIAH DAN PROSEDUR BERPIKIR ILMIAH DALAM MENINGKATKAN HIGHER-ORDER THINKING SKILLS PADA PENDIDIKAN DASAR DAN MENENGAH
Keywords:
Scientific Exploration, Scientific Thinking Procedures, Higher-Order Thinking Skills (HOTS), Elementary and Secondary Education.
Abstract
This study aims to analyze the contribution of scientific exploration and scientific thinking procedures toward improving students’ Higher-Order Thinking Skills (HOTS) at the elementary and secondary education levels. The research method used was a literature study by analyzing various previous studies related to the development of higher-order thinking skills through scientific approaches and active learning models. The results showed that the low level of students’ HOTS was caused by the dominance of conventional learning and the use of teaching materials that did not sufficiently stimulate critical thinking skills. However, through the implementation of scientific exploration activities such as debates, discussions, discovery learning, and guided inquiry, students were able to develop their analyzing, evaluating, and creating skills more optimally. The findings also indicate that systematic scientific thinking procedures help students process information critically so that HOTS can develop effectively. The implication of this study emphasizes the importance of teachers designing contextual learning and using teaching materials that encourage students to think critically rather than merely focusing on memorization.
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Singh, B. (2019). Character education in the 21st century. Journal of Social Studies (JSS), 15(1), 1–12. https://doi.org/10.21831/jss.v15i1.25226.
Sumanto. (2020). Analisis kemampuan berpikir tingkat tinggi (HOTS) pada kurikulum 2013. Jurnal Pengabdian Pendidikan Masyarakat (JPPM), 1(1), 1–10.
Suryamiati, Witriyani., et al. (2019). Improving higher-order thinking skill through POE (Predict, Observe, Explain) and guided discovery learning models. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(2), 245–252. https://doi.org/10.22219/jpbi.v5i2.8266.
Tasrif. (2022). Higher Order Thinking Skills (HOTS) dalam pembelajaran social studies di sekolah menengah atas. Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi, 10(1), 50–61. https://doi.org/10.21831/jppfa.v10i1.29490.
Zare, P., & Mukundan, J. (2015). The use of Socratic method as a teaching/learning tool to develop students' critical thinking: A review of literature. Language in India, 15(6), 256–265.
Al Aliyawinata, T. T., et al. (2021). The effect of discovery learning on students’ higher-order thinking skills. International Journal of Biology Education Towards Sustainable Development, 1(1), 1–9. https://doi.org/10.53889/ijbetsd.v1i1.47.
Bakhri, S., & Supriadi. (2017). Peran problem-based learning (PBL) dalam upaya peningkatan higher order thinking skills (HOTS) siswa pada pembelajaran matematika. Seminar Nasional Matematika Dan Pendidikan Matematika UNY, 717–722. https://pdfs.semanticscholar.org/1e9a/2a00cc361ab159116cb0e3540ec3a73c314a.pdf.
Dewi, A. E. A., & Mukminan. (2016). Implementasi pendekatan saintifik dalam pembelajaran IPS di middle grade SD Tumbuh 3 Kota Yogyakarta. Jurnal Prima Edukasia, 4(1), 20–31. http://journal.uny.ac.id/index.php/jpe.
Gusmaniarti, et al. (2024). Higher order thinking skill melalui model pembelajaran STEAM di pendidikan dasar. Jurnal Program Studi PGRA, 10(2), 43–53.
Herman, T., & Hasanah, A. (2022). Pembelajaran berbasis masalah-high order thinking skill (HOTS) pada materi translasi. Jurnal Cendekia: Jurnal Pendidikan Matematika, 6(1), 1131–1150. https://doi.org/10.31004/cendekia.v6i1.1276.
Iman, J. N. (2017). Debate instruction in EFL classroom: Impacts on the critical thinking and speaking skill. International Journal of Instruction, 10(4), 87–108.
Indrayanti, I., Rusmansyah, & Sholahuddin, A. (2021). Development of guided inquiry-based learning modules to improve environmental attitude and high order thinking skills. Journal of Innovative Science Education, 10(1), 65–69. http://journal.unnes.ac.id/sju/index.php/jise.
Jannah, F., Radiansyah, R., Sari, R., Kurniawan, W., Aisyah, S., Wardini, S., & Fahlevi, R. (2022). Pembelajaran HOTS berbasis pendekatan lingkungan di sekolah dasar. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 11(1), 189–197. https://doi.org/10.33578/jpfkip.v11i1.8533.
Kadarisma, G., Sari, I. P., & Senjayawati, E. (2020). Pengembangan lembar kerja siswa berbasis inkuiri untuk meningkatkan HOTS siswa SMA pada materi trigonometri. Teorema: Teori dan Riset Matematika, 5(2), 239–250. https://doi.org/10.25157/teorema.v5i2.3725.
Kennedy, R. (2017). The power of in-class debates. Active Learning in Higher Education, 18(2), 111–121.
Listiani, W., & Rachmawati. (2022). Transformasi taksonomi bloom dalam evaluasi pembelajaran berbasis HOTS. Jurnal Jendela Pendidikan, 2(03), 369–376. https://www.ejournal.jendelaedukasi.id/index.php/JJP.
McComas, W. F. (2014). Trends in International Mathematics and Science Study (TIMSS). The Language of Science Education, 108–108. https://doi.org/10.1007/978-94-6209-497-097.
Nahriyah, S. (2018). Tumbuh Kembang Anak Di Era Digital. Risalah: Jurnal Pendidikan Dan Studi Islam, 4(1), 65–74. https://doi.org/10.5281/zenodo.3552008.
Nurinda, S., Rukmini, D., & Sutopo, D. (2018). The effectiveness of debate in improving students' critical thinking skill in EFL classes. English Education Journal, 8(2), 170–176.
Nu’man, M. (2020). Eksplorasi berpikir kreatif melalui discovery learning Bruner. Humanika, Kajian Ilmiah Mata Kuliah Umum, 20(1), 13–30. https://doi.org/10.21831/hum.v20i1.29265.
Rusnah, & Mulya, O. T. (2018). Meningkatkan keterampilan berpikir kritis peserta didik melalui pendekatan saintifik di sekolah dasar. Jurnal Gentala Pendidikan Dasar, 3(2), 239–256. http://online-journal.unja.ac.id/index.php.
Riadi, A. (2016). Problem-based learning meningkatkan higher-order thinking skills siswa kelas VIII SMPN 1 Daha Utara dan SMPN 2 Daha Utara. Math Didactic: Jurnal Pendidikan Matematika, 2(3), 154–163. https://doi.org/10.33654/math.v2i3.44.
Setiawan, T., Sugianto, & Junaedi, I. (2012). Pengembangan perangkat pembelajaran matematika dengan pendekatan problem based learning untuk meningkatkan keterampilan higher order thinking. Unnes Journal of Mathematics Education Research, 1(1), 73–80.
Singh, B. (2019). Character education in the 21st century. Journal of Social Studies (JSS), 15(1), 1–12. https://doi.org/10.21831/jss.v15i1.25226.
Sumanto. (2020). Analisis kemampuan berpikir tingkat tinggi (HOTS) pada kurikulum 2013. Jurnal Pengabdian Pendidikan Masyarakat (JPPM), 1(1), 1–10.
Suryamiati, Witriyani., et al. (2019). Improving higher-order thinking skill through POE (Predict, Observe, Explain) and guided discovery learning models. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(2), 245–252. https://doi.org/10.22219/jpbi.v5i2.8266.
Tasrif. (2022). Higher Order Thinking Skills (HOTS) dalam pembelajaran social studies di sekolah menengah atas. Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi, 10(1), 50–61. https://doi.org/10.21831/jppfa.v10i1.29490.
Zare, P., & Mukundan, J. (2015). The use of Socratic method as a teaching/learning tool to develop students' critical thinking: A review of literature. Language in India, 15(6), 256–265.
Published
2026-07-15
How to Cite
Dewi Wulandari, Siminto, & Yatin Mulyono. (2026). EKSPLORASI ILMIAH DAN PROSEDUR BERPIKIR ILMIAH DALAM MENINGKATKAN HIGHER-ORDER THINKING SKILLS PADA PENDIDIKAN DASAR DAN MENENGAH . Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 12(02), 216 - 227. https://doi.org/10.36989/didaktik.v12i02.16015
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Articles
