Pengaruh Model Pembelajaran Inquiry dengan Pendekatan Respect Education terhadap Pencapaian HOTS Siswa
DOI:
https://doi.org/10.55606/khatulistiwa.v5i1.6477Keywords:
Active Learning, Character Education, Student AchievementAbstract
This study aims to examine the effect of the Inquiry Learning Model combined with the Respect Education approach on the achievement of Higher Order Thinking Skills (HOTS) of eighth-grade students in the Integrated Social Sciences subject at SMP Negeri 1 Tilamuta. The study employed a quantitative method using a quasi-experimental design. The sample consisted of 65 students. The results indicate that students who were taught using the Inquiry Learning Model showed greater improvement in HOTS achievement compared to those who received Expository Learning Model instruction in the Integrated Social Sciences subject for eighth-grade students at SMP Negeri 1 Tilamuta. This finding is supported by the results of a paired sample t-test, which revealed a significance value (2-tailed) of 0.000 (P < 0.05), confirming a significant difference between the control and experimental groups. Therefore, the inquiry-based learning model, which emphasizes exploration and student autonomy, combined with the Respect Education approach that highlights appreciation of students' potential, is proven effective in improving Higher Order Thinking Skills.
References
Arikunto, S. (2012). Prosedur penelitian: Suatu pendekatan praktik. Rineka Cipta.
Benjamin, S., et al. (1956). Taxonomy of educational objectives: The classification of educational goals, handbook. Longmans.
Fathurrohman, M. (2015). Model-model pembelajaran inovatif. Ar-Ruzz Media.
Fathurrohman, M. (2017). Model-model pembelajaran inovatif. Ar-Ruzz Media.
Hamalik, O. (2013). Proses belajar mengajar. PT Bumi Aksara.
Hamdayama. (2014). Model dan metode pembelajaran kreatif. Ghalia Indonesia.
Imin Amrain, Panigoro, M., Ardiansyah, A., Bumulo, F., & Bahsoan, A. (2024). Pengaruh penerapan metode diskusi terhadap kemampuan berpikir kritis siswa. Damhil Education Journal, 4(1). https://doi.org/10.37905/Dej.V4i1.2489
Kemdikbud. (2019). Buku penilaian berorientasi higher order thinking skills (HOTS). Direktorat Jenderal Guru dan Tenaga Kependidikan.
Kharismayuni, E., Feronika, T., & Yunita, L. (2021). Implication of thinking maps assisted inquiry model for higher order thinking skills (HOTS) on chemistry. Journal of Physics: Conference Series, 1836(1). https://doi.org/10.1088/1742-6596/1836/1/012078
Kristanto, Y., & Susilo, H. (2015). Pengaruh model pembelajaran inquiry terbimbing terhadap kemampuan berpikir kritis dan hasil belajar IPA siswa kelas VII SMP. Jurnal Pendidikan dan Pembelajaran Universitas Negeri Malang, 22(2), 197–208.
Mas’ud, A. (2002). Menggagas format pendidikan nondikotomik humanisme religius sebagai paradigma pendidikan Islam. Gama Media.
Nurmila, A., Panigoro, M., Ardiansyah, A., Hafid, R., & Maruwae, A. (2024). Analisis keterampilan berpikir kritis siswa dengan menggunakan model pembelajaran problem based learning (PBL) pada mata pelajaran IPS Terpadu kelas VIII. Journal of Economic and Business Education, 2(3). https://ejurnal.ung.ac.id/index.php/JEBE/index
Nuryanti, L., Zubaidah, S., & Diantoro, M. (2018). Analisis kemampuan berpikir kritis siswa SMP. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3(2), 155–158.
Patterson, C. H. (1985). Respect (unconditional positive regard). In The therapeutic relationship (pp. 50–63).
Permendikbud. (2018). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 37 Tahun 2018 tentang perubahan atas Peraturan Menteri Pendidikan dan Kebudayaan Nomor 24 Tahun 2016 tentang kompetensi inti dan kompetensi dasar pelajaran pada Kurikulum 2013 pada pendidikan dasar dan pendidikan menengah.
Prameswari, S. W., Suharno, S., & Sarwanto, S. (2018). Inculcate critical thinking skills in primary schools. In Prosiding Seminar Nasional (hlm. 742–750). Universitas Sebelas Maret.
Puspita, H., Marlina, D., & Hadi, F. R. (2022). Pengaruh model inquiry terhadap HOTS siswa SD. Prosiding Konferensi Ilmiah Dasar, 3.
Ratnawati, E. (2016). Pentingnya pembelajaran IPS terpadu. Jurnal Pendidikan Sosial & Ekonomi, 1, 1–15.
Risdwiyanto, A. (2016, Februari 22). Tas kresek berbayar, ubah perilaku belanja? Kedaulatan Rakyat, hlm. 12.
Rujiani. (2021). Inquiry learning untuk peningkatan HOTS dan hasil belajar IPA pada siswa kelas V. Jurnal Kependidikan Dasar, 11(2).
Sanjaya, W. (2006). Strategi pembelajaran. Kencana Prenada Media Group.
Setiasih, S. D., & Panjaitan, R. L. (2016). Penggunaan model inquiry untuk meningkatkan hasil belajar siswa pada materi sifat-sifat magnet di kelas V SDN Sukajaya Kecamatan Jatinunggal Kabupaten Sumedang. Jurnal Pena Ilmiah, 1(1), 421–430.
Situmorang, P. L., Maipita, I., & Rahmadana, M. F. (2019). The influence of inquiry learning model and achievement motivation on HOTS economic learning outcomes on 11th grade students. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 2(4). https://doi.org/10.33258/birci.v2i4.662
Sugiyono. (2015). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Sugiyono. (2020). Metode penelitian kuantitatif, kualitatif dan R&D. Alfabeta.
Widodo, H. (2018). Pengembangan respect education melalui pendidikan humanis religius di sekolah. Jurnal Lentera Pendidikan, 21(1). https://doi.org/10.24252/LP.2018V21N1I10
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
