The Effectiveness of Project-Based Learning Models to Stimulate Students’ Higher Thinking Ability in High School Sociology Learning
- DOI
- 10.2991/assehr.k.211201.021How to use a DOI?
- Keywords
- Effectiveness; HOTS; Project based Learning Model; Sociology Learning
- Abstract
This article aims to explain the effectiveness of implementing the project-based learning model along with the questions generated to stimulate the growth of students’ high order thinking skills. This study is interesting because it shows evidence that the project learning model has a syntax that can foster students’ critical thinking, creative and problem-solving skills. The research procedure was carried out following the flow of quantitative research with an experimental type (pretest-posttest control group design). The research sample was 154 social science students in class XI SMAN 2, SMAN 5 and SMAN 7 Padang. The research instrument is in the form of multiple-choice questions. To analyze the data carried out using the T-test and Analysis of Variance. To determine the effect of implementing the PjBL learning model on the HOTS ability of students in one school, it was analyzed using a t-test with two samples, while analysis of variance was used to determine differences in effectiveness in three schools. The results showed that applying the PjBL learning model to sociology learning in high school was proven to be effective in stimulating the growth of students’ higher-order thinking skills.
- Copyright
- © 2021 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Ike Sylvia AU - Z Mawardi Effendi AU - Firman PY - 2021 DA - 2021/12/03 TI - The Effectiveness of Project-Based Learning Models to Stimulate Students’ Higher Thinking Ability in High School Sociology Learning BT - Proceedings of the 4th International Conference on Language, Literature, and Education (ICLLE-4 2021) PB - Atlantis Press SP - 133 EP - 141 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211201.021 DO - 10.2991/assehr.k.211201.021 ID - Sylvia2021 ER -