Korelasi Kemampuan Argumentasi Ilmiah dengan HOTS Menggunakan Model Problem Based Learning pada Materi Sistem Reproduksi

Abstract

Learning goals in the 21st century encourage students to become active learners to acquire, process and utilize their knowledge to create meaningful learning. Students are required to have several abilities, both in cognitive abilities and communication skills. Therefore, students must have scientific argumentation skills and high-level thinking skills to achieve learning goals. This research aims to determine the relationship between scientific argumentation abilities and students' HOTS regarding the reproductive system using the Problem Based Learning model with correlational descriptive methods and simple random sampling techniques for one class in selecting research classes. Data collection uses instruments in the form of description questions, multiple choice questions, and implementation observation sheets. The results of the research showed that the average value of scientific argumentation ability was 62.88, including the good category and HOTS of 83.88, including the very good category, and a Pearson correlation test was carried out which produced a value of 0.812 with a significance value of 0.000 <0.005, including the very strong category, which means there is positive and significant relationship between scientific argumentation ability and HOTS of students who use the PBL model.