Blended Learning: its Effect Towards Higher Order Thinking Skills (HOTS)

Abstract

This research was aimed at evaluating the HOTS of the students after implementing the blended learning model. This research was a quasi-experimental type of pre-test post-test control group design. The purposive sampling technique was used to determine 2 research samples, namely biology education class as an experimental class taught using blended learning and mathematics education class as a control one. The purposive sampling technique was used to determine 2 research samples. The instrument used in this study was HOTS which consisted of 24 multiple choice items that had met validity and reliability criteria. The data of students’ HOTS was obtained from pre-test and post-test scores. The analysis technique was in the form of gain and effect size test as well as prerequisite test and hypothesis testing. The analysis results showed differences in the experimental class average post-test scores were 66.52 ± SD 17.69 and the control class was 42.01 ± SD 22.55, the experimental class gain score was 0.58 (medium) and the control class was 0.24 (low) and the experimental class effect size was 2.39 (high) and the control class was 0.53 (medium). The result of normality and homogeneity test of HOTS data showed normal and homogeneous results so that it could be proceed with hypothesis testing through t test. The result of the t-test analysis with a significant value (2 tailed) was 0.00 less than 0.05 or there were significant differences. It can be inferred that HOTS taught by students through blended learning is better than conventional models.