Nevia Pradani, Suharti Suharti, Hayuni Retno Widarti
This study aims to determine the effect of the LC 5E-TPS learning model on students' high-order thinking skills (HOTS) on the reaction rate subject. The research design used was quasi-experimental with a one-group pretest-posttest design. The subject of this research is class XI Senior High School in Malang, Indonesia. Subjects consisted of three classes taught with different learning models, namely the LC 5E-TPS learning model, LC 5E learning model, and conventional methods. The instrument used is a cognitive learning outcome test based on high-order thinking skills (HOTS) which consists of 15 questions (reliability 0.805). The research data were analyzed using statistical analysis including the One Way ANOVA test, Paired Sample T-Test, N-Gain Score, and d-effect size Cohen's test. The results showed that: (1) the LC 5E-TPS learning model affected students' high-order thinking skills. The average HOTS test score for the LC 5E-TPS class (75.90) is higher than the LC 5E class (57.76) and the conventional class (47.63); (2) the LC 5E-TPS model is more effective in increasing students' HOTS compared to the LC 5E model and conventional methods with d-effect size Cohen results in LC 5E-TPS (3.83), LC 5E (2.53), and conventional (1,70). © 2023 American Institute of Physics Inc.. All rights reserved.
Department of Chemistry, Faculty of Mathematic and Natural Science, Universitas Negeri Malang, Jalan Semarang No. 5, East Java, Malang, 65145, Indonesia