Implementasi model pembelajaran ILMIZI dan peningkatan HOTS siswa SD berdasarkan gender pada pembelajaran lingkungan
Abstract
Tujuan dari penelitian ini adalah untuk meningkatkan HOTS siswa SD menggunakan ILMIZI dan analisis berdasarkan gender pada pembelajaran lingkungan. Metode yang digunakan adalah eksperimen dengan desain pre-post test without control group. Sampel yang digunakan sebanyak 90 siswa yang terdiri dari 48 siswa laki-laki dan 42 siswa perempuan. Hasil penelitian menunjukan bahwa t-hitung > t-tabel, terdapat peningkatan signifikan pada skor HOTS siswa laki-laki dan perempuan. Temuan lainnya menunjukan bahwa t-hitung < t-tabel yang menunjukan penggunaan model ILMIZI tidak dipengaruhi perbedaan gender. Kesimpulan dari penelitian ini adalah model ILMIZI dapat meningkatkan HOTS siswa.
References
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Puran, R., Behzadi, M. H., Shahvarani, A., & Lotfi, F. H. (2017). The Effects of Training and Other Factors on Problem Solving in Students. European Journal of Contemporary Education, 6(3), 448–460. https://doi.org/10.13187/ejced.2017.3.448
Rahmayanti, H., & Ananda, S. (2017). Analysis of environmental infrastructure sustainability of low cost apartment: Rusunawa in Jakarta. International Journal of Social Ecology and Sustainable Development, 8(2), 1–13. https://doi.org/10.4018/IJSESD.2017040101
Rahmayanti, H., Maulida, E., & Kamayana, E. (2019). The Role of Sustainable Urban Building in Industry 4.0. Journal of Physics: Conference Series, 1387(1), 12050. https://doi.org/10.1088/1742-6596/1387/1/012050
Rahmayanti, H., Oktaviani, V., & Syani, Y. (2020). Development of sorting waste game android based for early childhood in environmental education. Journal of Physics: Conference Series, 1434(1), 12029. https://doi.org/10.1088/1742-6596/1434/1/012029
Ritter, S. M., & Mostert, N. (2017). Enhancement of Creative Thinking Skills Using a Cognitive-Based Creativity Training. Journal of Cognitive Enhancement, 1(3), 243–253. https://doi.org/10.1007/s41465-016-0002-3
Said, A., & Syarif, E. (2016). The Development of Online Tutorial Program Design Using Problem-Based Learning in Open Distance Learning System. Journal of Education and Practice, 7(18), 222–229.
Saido, G. A. M., Siraj, S., DeWitt, D., & Al-Amedy, O. S. (2018). Development of an instructional model for higher order thinking in science among secondary school students: a fuzzy delphi approach. International Journal of
Science Education, 40(8), 847–866. https://doi.org/10.1080/09500693.2018.1452307
Saido, G. M., Siraj, S., Nordin, A. B. Bin, & Amedy, O. S. A. (2015). Higher Order Thinking Skills Among Secondary School Students in Science Learning. The Malaysian Online Journal of Educational Science, 3(3), 13–20. Retrieved from https://mojes.um.edu.my/article/view/12778
Sharif, A., & Cho, S. (2015). 21st-Century Instructional Designers: Bridging the Perceptual Gaps between Identity, Practice, Impact and Professional Development. RUSC. Universities and Knowledge Society Journal, 12(3), 72–85. https://doi.org/10.7238/rusc.v12i3.2176
Spinola, H. (2015). Environmental literacy comparison between students taught in Eco-schools and ordinary schools in the Madeira Island region of Portugal. Science Education International, 26(3), 392–413.
Srisumra, J., Nontamolee, W., & Srijamon, S. (2014). Cooperative Learning Activities in Arts of Prathom Suksa 4 Students Khon Kaen University Demonstration School Primary Section (Modindaeng). Procedia - Social and Behavioral Sciences, 112(Iceepsy 2013), 677–682. https://doi.org/10.1016/j.sbspro.2014.01.1217
Sukiniarti. (2016). Improving Science Pedagogic Quality in Elementary School Using Process Skill Approach Can Motivate Student to Be Active in Learning. Journal of Education and Practice, 7(5), 150–157.
Surpless, B., Bushey, M., & Halx, M. (2014). Developing scientific literacy in introductory laboratory courses: A model for course design and assessment. Journal of Geoscience Education, 62(2), 244–263. https://doi.org/10.5408/13-073.1
Suryapuspitarini, B. K., & Dewi, N. R. (2018). Problem Solving Ability Viewed From The Adversity Quotient on Mathematics Connected Mathematics Project Learning ( Cmp ) With Etnomathematics Nuanced. Unnes Journal of Mathematics Education Research, 7(2), 123–129.
Talmi, I., Hazzan, O., & Katz, R. (2018). Intrinsic motivation and 21st-century skills in an undergraduate engineering project: the formula student project. Higher Education Studies, 8(4), 46. https://doi.org/10.5539/hes.v8n4p46
Turnip, B., Wahyuni, I., & Tanjung, Y. I. (2016). The Effect of Inquiry Training Learning Model Based on Just in Time Teaching for Problem Solving Skill. Journal of Education and Practice, 7(15), 177–181. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1103095&site=ehost-live
Ugulu, I., Sahin, M., & Baslar, S. (2013). High School Students’ Environmental Attitude: Scale Development and Validation. International Journal of Educational Sciences, 5(4), 415–424. https://doi.org/10.1080/09751122.2013.11890103
Urbani, J. M., Truesdell, E., Urbani, J. M., Roshandel, S., Michaels, R., & Truesdell, E. (2017). Developing and Modeling 21st-Century Skills with Preservice Teachers. Teacher Education Quarterly, 44(4), 27–51. Retrieved from https://www.jstor.org/stable/90014088?seq=1
Vidergor, H. E. (2018). Effectiveness of the multidimensional curriculum model in developing higher-order thinking skills in elementary and secondary students. Curriculum Journal, 29(1), 95–115. https://doi.org/10.1080/09585176.2017.1318771
Vidergor, H. E., & Krupnik-Gottlieb, M. (2015). High order thinking, problem based and project based learning in blended learning environments. In Applied Practice for Educators of Gifted and Able Learners (pp. 217–232). https://doi.org/10.1007/978-94-6300-004-8_11
Yusnaeni, Y., Corebima, A. D., Susilo, H., & Zubaidah, S. (2017). Creative Thinking of Low Academic Student Undergoing Search Solve Create and Share Learning Integrated with Metacognitive Strategy. International Journal of Instruction, 10(2), 245–262. https://doi.org/10.1016/j.spinee.2011.10.010
Aisyah, A., Salehuddin, K., Aman, I., Yasin, R. ., & Mimiko, N. (2018). Eliciting elements of higher order thinking skills in the higher secondary examination question structure in japan and malaysia aznur. In Proceedings of the Regional Conference on Science, Technology and Social Sciences (RCSTSS 2016) (pp. 455–464). Springer Singapore. https://doi.org/10.1007/978-981-13-0074-5
Anderson, L. W., Krathwohl, D. R., Airiasian, W., Cruikshank, K. A., Mayer, R. E., & Pintrich, P. R. (2001). A taxonomy for learning, teaching and assessing: a revision of bloom’s taxonomy of educational outcomes: complete edition. New York: Longman.
Arthur, R., Rouf, F. A., Rahmayanti, H., & Maulana, A. (2019). Plumbing work competence instrument in the field of civil engineering. Journal of Physics: Conference Series, 1402(2), 22019. https://doi.org/10.1088/1742-6596/1402/2/022019
Baloche, L., & Brody, C. M. (2017). Cooperative learning: exploring challenges, crafting innovations. Journal of Education for Teaching, 43(3), 274–283. https://doi.org/10.1080/02607476.2017.1319513
Bustami, Y., Syafruddin, D., & Afriani, R. (2018). The implementation of contextual learning to enhance biology students’ critical thinking skills. Jurnal Pendidikan IPA Indonesia, 7(4), 451–457. https://doi.org/10.15294/jpii.v7i4.11721
Chander, P., & Muthukrishnan, S. (2015). Green consumerism and pollution control. Journal of Economic Behavior and Organization, 114, 27–35. https://doi.org/10.1016/j.jebo.2015.02.013
Dani, D. (2011). Sustainability as a Framework for Analyzing Socioscientific Issues. International Electronic Journal of Environmental Education, 1(2), 113–128.
David, A. A. (2017). A Student-Centered Framework for Teaching Undergraduate Parasitology. Trends in Parasitology, 33(6), 420–423. https://doi.org/10.1016/j.pt.2017.01.010
Derevenskaia, O. (2014). Active Learning Methods in Environmental Education of Students. Procedia - Social and Behavioral Sciences, 131, 101–104. https://doi.org/10.1016/j.sbspro.2014.04.086
Durukan, E. (2011). Effects of cooperative integrated reading and composition (CIRC) technique on reading-writing skills. Educational Research and Reviews, 6(1), 102–109.
Ferguson, J. M. (2017). Middle school students’ reactions to a 1:1 iPad initiative and a paperless curriculum. Education and Information Technologies, 22(3), 1149–1162. https://doi.org/10.1007/s10639-016-9480-2
Fuad, N. M., Zubaidah, S., Mahanal, S., & Suarsini, E. (2017). Improving Junior High Schools’ Critical Thinking Skills Based on Test Three Different Models of Learning. International Journal of Instruction, 10(1), 101–116. https://doi.org/10.12973/iji.2017.1017a
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.
Husamah, H., Fatmawati, D., & Setyawan, D. (2018). Oidde learning model?: improving higher order thinking skills of biology teacher candidates. International Journal of Instruction, 11(2), 249–264. https://doi.org/10.12973/iji.2018.11217a
Ichsan, I. Z. (2019). ILMIZI: Innovation Learning Model for Natural Science and Environmental Learning based on HOTS. International Journal for Educational and Vocational Studies, 1(6), 578–584. https://doi.org/10.29103/ijevs.v1i6.1640
Ichsan, I. Z., Sigit, D. V., Miarsyah, M., Ali, A., Suwandi, T., & Titin, T. (2020). Implementation supplementary book of green consumerism: improving students hots in environmental learning. European Journal of Educational Research, 9(1), 227–237. https://doi.org/10.12973/eu-jer.9.1.227
Ito, H., & Kawazoe, N. (2015). Active Learning for Creating Innovators: Employability Skills beyond Industrial Needs. International Journal of Higher Education, 4(2), 81–91. https://doi.org/10.5430/ijhe.v4n2p81
Kartikasari, A., Yamtinah, S., & Info, A. (2018). The Effectiveness of Science Textbook Based on Science Technology Society for Elementary School Level. International Journal of Evaluation and Research in Education, 7(2), 127–131.
Kinslow, A. T., Sadler, T. D., & Nguyen, H. T. (2018). Socio-scientific reasoning and environmental literacy in a field-based ecology class. Environmental Education Research, 4622, 1–23. https://doi.org/10.1080/13504622.2018.1442418
Lazaridou, D., Michailidis, A., & Trigkas, M. (2018). Socio-economic factors influencing farmers’ willingness to undertake environmental responsibility. Environmental Science and Pollution Research, 1–10. https://doi.org/10.1007/s11356-018-2463-7
Lee, K. Y., & Lai, Y. C. (2017). Facilitating higher-order thinking with the flipped classroom model: a student teacher’s experience in a Hong Kong secondary school. Research and Practice in Technology Enhanced Learning, 12(1). https://doi.org/10.1186/s41039-017-0048-6
Markaki, V. (2014). Environmental Education through Inquiry and Technology. Science Education International, 25(1), 86–92.
Murphy, C., Bianchi, L., McCullagh, J., & Kerr, K. (2013). Scaling up higher order thinking skills and personal capabilities in primary science: Theory-into-policy-into-practice. Thinking Skills and Creativity, 10, 173–188. https://doi.org/10.1016/j.tsc.2013.06.005
Nurwidodo, N., Hendayana, S., Hindun, I., & Sarimanah, E. (2018). Strategies for establishing networking with partner schools for implementing lesson study in Indonesia. Jurnal Pendidikan Biologi Indonesia, 4(1), 11–22. https://doi.org/10.22219/jpbi.v4i1.5489 11
Nwankwoala, H. N. L. (2015). Causes of Climate and Environmental Changes: The Need for Environmental-Friendly Education Policy in Nigeria. Journal of Education and Practice, 6(30), 224–234.
Pouyanfar, S., Tao, Y., Tian, H., Chen, S. C., & Shyu, M. L. (2019). Multimodal deep learning based on multiple correspondence analysis for disaster management. World Wide Web, 22(5), 1893–1911. https://doi.org/10.1007/s11280-018-0636-4
Puran, R., Behzadi, M. H., Shahvarani, A., & Lotfi, F. H. (2017). The Effects of Training and Other Factors on Problem Solving in Students. European Journal of Contemporary Education, 6(3), 448–460. https://doi.org/10.13187/ejced.2017.3.448
Rahmayanti, H., & Ananda, S. (2017). Analysis of environmental infrastructure sustainability of low cost apartment: Rusunawa in Jakarta. International Journal of Social Ecology and Sustainable Development, 8(2), 1–13. https://doi.org/10.4018/IJSESD.2017040101
Rahmayanti, H., Maulida, E., & Kamayana, E. (2019). The Role of Sustainable Urban Building in Industry 4.0. Journal of Physics: Conference Series, 1387(1), 12050. https://doi.org/10.1088/1742-6596/1387/1/012050
Rahmayanti, H., Oktaviani, V., & Syani, Y. (2020). Development of sorting waste game android based for early childhood in environmental education. Journal of Physics: Conference Series, 1434(1), 12029. https://doi.org/10.1088/1742-6596/1434/1/012029
Ritter, S. M., & Mostert, N. (2017). Enhancement of Creative Thinking Skills Using a Cognitive-Based Creativity Training. Journal of Cognitive Enhancement, 1(3), 243–253. https://doi.org/10.1007/s41465-016-0002-3
Said, A., & Syarif, E. (2016). The Development of Online Tutorial Program Design Using Problem-Based Learning in Open Distance Learning System. Journal of Education and Practice, 7(18), 222–229.
Saido, G. A. M., Siraj, S., DeWitt, D., & Al-Amedy, O. S. (2018). Development of an instructional model for higher order thinking in science among secondary school students: a fuzzy delphi approach. International Journal of
Science Education, 40(8), 847–866. https://doi.org/10.1080/09500693.2018.1452307
Saido, G. M., Siraj, S., Nordin, A. B. Bin, & Amedy, O. S. A. (2015). Higher Order Thinking Skills Among Secondary School Students in Science Learning. The Malaysian Online Journal of Educational Science, 3(3), 13–20. Retrieved from https://mojes.um.edu.my/article/view/12778
Sharif, A., & Cho, S. (2015). 21st-Century Instructional Designers: Bridging the Perceptual Gaps between Identity, Practice, Impact and Professional Development. RUSC. Universities and Knowledge Society Journal, 12(3), 72–85. https://doi.org/10.7238/rusc.v12i3.2176
Spinola, H. (2015). Environmental literacy comparison between students taught in Eco-schools and ordinary schools in the Madeira Island region of Portugal. Science Education International, 26(3), 392–413.
Srisumra, J., Nontamolee, W., & Srijamon, S. (2014). Cooperative Learning Activities in Arts of Prathom Suksa 4 Students Khon Kaen University Demonstration School Primary Section (Modindaeng). Procedia - Social and Behavioral Sciences, 112(Iceepsy 2013), 677–682. https://doi.org/10.1016/j.sbspro.2014.01.1217
Sukiniarti. (2016). Improving Science Pedagogic Quality in Elementary School Using Process Skill Approach Can Motivate Student to Be Active in Learning. Journal of Education and Practice, 7(5), 150–157.
Surpless, B., Bushey, M., & Halx, M. (2014). Developing scientific literacy in introductory laboratory courses: A model for course design and assessment. Journal of Geoscience Education, 62(2), 244–263. https://doi.org/10.5408/13-073.1
Suryapuspitarini, B. K., & Dewi, N. R. (2018). Problem Solving Ability Viewed From The Adversity Quotient on Mathematics Connected Mathematics Project Learning ( Cmp ) With Etnomathematics Nuanced. Unnes Journal of Mathematics Education Research, 7(2), 123–129.
Talmi, I., Hazzan, O., & Katz, R. (2018). Intrinsic motivation and 21st-century skills in an undergraduate engineering project: the formula student project. Higher Education Studies, 8(4), 46. https://doi.org/10.5539/hes.v8n4p46
Turnip, B., Wahyuni, I., & Tanjung, Y. I. (2016). The Effect of Inquiry Training Learning Model Based on Just in Time Teaching for Problem Solving Skill. Journal of Education and Practice, 7(15), 177–181. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1103095&site=ehost-live
Ugulu, I., Sahin, M., & Baslar, S. (2013). High School Students’ Environmental Attitude: Scale Development and Validation. International Journal of Educational Sciences, 5(4), 415–424. https://doi.org/10.1080/09751122.2013.11890103
Urbani, J. M., Truesdell, E., Urbani, J. M., Roshandel, S., Michaels, R., & Truesdell, E. (2017). Developing and Modeling 21st-Century Skills with Preservice Teachers. Teacher Education Quarterly, 44(4), 27–51. Retrieved from https://www.jstor.org/stable/90014088?seq=1
Vidergor, H. E. (2018). Effectiveness of the multidimensional curriculum model in developing higher-order thinking skills in elementary and secondary students. Curriculum Journal, 29(1), 95–115. https://doi.org/10.1080/09585176.2017.1318771
Vidergor, H. E., & Krupnik-Gottlieb, M. (2015). High order thinking, problem based and project based learning in blended learning environments. In Applied Practice for Educators of Gifted and Able Learners (pp. 217–232). https://doi.org/10.1007/978-94-6300-004-8_11
Yusnaeni, Y., Corebima, A. D., Susilo, H., & Zubaidah, S. (2017). Creative Thinking of Low Academic Student Undergoing Search Solve Create and Share Learning Integrated with Metacognitive Strategy. International Journal of Instruction, 10(2), 245–262. https://doi.org/10.1016/j.spinee.2011.10.010
Published
2020-03-31
How to Cite
ICHSAN, Ilmi Zajuli et al.
Implementasi model pembelajaran ILMIZI dan peningkatan HOTS siswa SD berdasarkan gender pada pembelajaran lingkungan.
JIPVA (Jurnal Pendidikan IPA Veteran), [S.l.], v. 4, n. 1, p. 11-24, mar. 2020.
ISSN 2598-0904.
Available at: <https://e-journal.ivet.ac.id/index.php/jipva/article/view/1076>. Date accessed: 04 july 2025.
doi: https://doi.org/10.31331/jipva.v4i1.1076.
Section
Article
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JIPVA (Jurnal Pendidikan IPA Veteran) is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
