The Role of Project-Based Learning in Enhancing HigherOrder Thinking Skills and Science Literacy Elfrida, Nursamsu, Marjanah
Department of Biology Education, Faculty of Teacher Training and Education, Samudra University. Jl.
Prof Dr Syarief Thayeb, Meurandeh, Langsa 24354, Aceh, Indonesia
Abstract
This research aims to develop project-based learning to enhance
students^ higher order thinking skills (HOTS) and science literacy in
project-based learning, as well as to assess the improvement of HOTS
and science literacy based on class grouping. The research method
used is a development method with both qualitative and quantitative
data, involving 30 students from Muhammadiyah High School in
Langsa as research subjects. The sampling technique applied is
purposive sampling, and the instrument used is a multiple-choice test.
The research results show a HOTS percentage of 0.86% (categorized
as excellent) and science literacy of 82% (categorized as excellent).
From this data, it is concluded that students^ HOTS and science
literacy in project-based learning fall into the excellent category.
These two abilities are not influenced by gender, as the average
percentage scores are nearly the same. Project-based learning has been
proven effective in improving HOTS for certain groups of students.
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