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Advances in Social Sciences Research Journal – Vol. 8, No. 2
Publication Date: February 25, 2021
DOI:10.14738/assrj.82.9727.
Sirait, S., Murniarti, E., & Sihotang, H. (2021). Implementation of Hots-Based Learning and Problem Based Learning during the Pandemic
of COVID-19 in SMA Budi Mulia Jakarta. Advances in Social Sciences Research Journal, 8(2) 296-305.
Implementation of Hots-Based Learning and Problem Based
Learning during the Pandemic of COVID-19 in SMA Budi Mulia
Jakarta
Sarwedi Sirait
Educational Management, Postgraduate Program
Universitas Kristen Indonesia
Erni Murniarti
Educational Management, Postgraduate Program
Universitas Kristen Indonesia
Hotmaulina Sihotang
Educational Management, Postgraduate Program
Universitas Kristen Indonesia
ABSTRACT
The implementation of the 2013 curriculum requires teachers to
change their views in implementing learning process in schools.
Learning strategies are no longer teacher-centered learning but
learner-centered learning. Teachers are required to organize creative
and innovative learning as stated in the Lesson Plan. Teachers must
master various methods to improve higher-order thinking skills
(HOTS) of students. In this context, Problem Based Learning (PBL) is
the appropriate model in developing students' thinking skills. The
2013 curriculum has adopted Bloom's taxonomy which was revised by
Anderson starting from the level of knowing, understanding,
implementing, analyzing, evaluating and creating. Because the
demands of the 2013 Curriculum must be at the level of creating,
students must be continuously trained to produce something new. This
study aims to describe the Problem Based Learning (PBL) learning
method as a model of effective way to build critical and creative
thinking skills of students at SMA Budi Mulia Jakarta. This study also
explains HOTS-based assessment as a logical assessment of PBL
learning.
Key words: Problem Based Learning (PBL), HOTS, learning proces.
INTRODUCTION
The obligation of the educational unit to educate the nation's children to become creative and
capable human beings is explicitly stated in Article 3 of the Law of the Republic of Indonesia
concerning the National Education System, namely: "National education functions to develop
capabilities and shape the character and civilization of a nation with dignity in order to educate
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Sirait, S., Murniarti, E., & Sihotang, H. (2021). Implementation of Hots-Based Learning and Problem Based Learning during the Pandemic of COVID-19 in
SMA Budi Mulia Jakarta. Advances in Social Sciences Research Journal, 8(2) 296-305.
URL: http://dx.doi.org/10.14738/assrj.82.9727. 297
the nation's life, aims to develop the potential of students so that they become human beings who
believe and obey God Almighty, have noble character, healthy, knowledgeable, capable, creative,
independent, and become democratic and responsible citizens. " One of the elements of the 2013
curriculum transformation at the educational unit level and one of the efforts to achieve the
educational goals above is to strengthen the learning process using a scientific approach and
familiarize the development of higher order thinking skills (HOTS). In this case the teacher is an
important part of implementing HOTS-oriented learning to invite students to think creatively and
critically. The current challenge is how to apply learning with a scientific approach and HOTS- based assessments online during the Covid-19 pandemic.
According to Krathworl in Merta Dhewa Kusuma, Undang Rosidin, Abdurrahman, Agus Suyatna,
(2017) states that indicators for measuring higher-order thinking skills include: analyzing,
evaluating, and creating. Thus, HOTS is a thinking skill that not only requires the ability to
remember, but also other higher abilities including the ability to analyze, evaluate, and create.
Furthermore, according to (Murniarti: 2017) Project Based Learning aims to find solutions of problems,
besides that, students learn the concept of how to solve problems and develop critical thinking skills. In
learning the concepts and critical thinking skills, students work together in groups to study real
problems. Learning by applying this learning method is expected to make students more active and
creative, by learning from what they see from their environment. According to (Risky Priliani, 2019)
Problem-Based Learning helps students transfer factual knowledge to understand contextual problems
related to the concept of the material to be studied, can improve students' thinking skills, and can
develop student responsibility to become independent learners. According to (Ikman, 2016) Through the
PBL model students also learn to be responsible in learning, not only passively receiving information,
but must actively seek the information needed according to existing abilities. According to (Siti Juleha,
2019) The application of the Problem Based Learning model in learning activities also provides
opportunities for students to collaborate with other groups in conducting investigations, so that they can
develop the learning process and their social skills. According to (Sulistyani, 2018) to realize
enthusiasm, critical attitude, and concern for others, it can be done by applying the right learning model,
one of which is PBL (Problem Based Learning). In PBL, students are faced with a problem that
stimulates students to analyze problems, estimate their answers, search for data, analyze data, and
summarize answers to problems. Thus, problem-oriented learning by itself will train students to think
critically.
The Problem Based Learning model has a significant effect on increasing students' analytical thinking
skills in the Basic Competencies of Making Meeting Plans or Meetings. Thus the implication of the
results of this study is that efforts to improve analytical thinking skills can be done through the
application of the Problem Based Learning model (Assegaf, 2016). Through the application of the
problem-based learning model in learning repair material and resetting the PC in this study, it can
improve students' critical thinking skills in learning (Nafiah, 2014). The PBL model is a learning
approach that emphasizes scientific learning, (Fauziah, et al, 2017) where students are required to be
active in obtaining concepts by solving problems. Through the problems presented by the teacher,
students use their scientific reasoning abilities to develop an experiment which includes the ability to
formulate problems, make hypotheses, determine variables, design experiments, analyze data, and make
conclusions based on data. These skills can be trained by teachers by applying inquiry-based learning,
one of which is Problem Based Laerning. Because given problems and then students are required to
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Advances in Social Sciences Research Journal (ASSRJ) Vol.8, Issue 2, Febraury-2021
solve them, students' scientific reasoning will develop (Shofiyah, 2018). Problem-based learning is an
educational technique that employs real world problems, scenarios and cases in order to enhance the
problem solving and critical thinking skills of students (Ardeson, 2020). PBL is a good alternative
teaching method to improve student academic achievement. For that, students need to develop their
social skills to be active in group discussions and carry out independent learning. There must also be a
sense of trust among students (Argaw, 2016), meaning that PBL with the help of social media is more
effective than conventional models for teaching statistics. These results were supported by a
questionnaire that showed mathematics learning through PBL with the help of social media received a
positive response from students (Yuliana, 2018).
Budi Mulia Private High School is located on Jl. Raya Mangga Besar No.135, Mangga Dua Selatan.,
Sawah Besar District, Central Jakarta City, Postal Code, 10730. This school is managed under the
auspices of the Budi Mulia Lourdes Foundation, which is based on Jl. Gunung Sahari No. 91,
Central Jakarta. In the learning process in the classroom, Budi Mulia high school has applied a
scientific approach and familiarized the development of higher order thinking skills (HOTS) to
students. This is clearly stated in the Lesson Plan. Recently, the Indonesian Ministry of Education
and Culture introduces a program which is called “Merdeka Belajar”. In this case, the learning is
formulated by the teacher as a reference for learning in the classroom. The learning orientation
becomes broader and open to various ideas, ideas and logical arguments. Learning and
assessment is not only about memorization and understanding, but focuses more on building the
ability to analyze, evaluate, and create.
The purpose of this discussion is to describe the implementation of learning using the Problem
Based Learning (PBL) scientific approach and familiarize the development of higher order
thinking skills (HOTS to students as stated in the 2013 Curriculum. SMA Budi Mulia as a private
school uses the 2013 Curriculum as a learning reference. In this context, Problem Based Learning
(PBL) is the model of choice in developing students' thinking skills.
DISCUSSION
However, the Indonesian Ministry of Education and Culture has established several major policies
regarding changes in the management system for education and teaching in primary and
secondary education, including:
Learning Implementation Plan
Through a policy he calls "Free Learning", Minister Nadiem will simplify the preparation of a
Lesson Plan. Some components will also be trimmed. Teachers will have the freedom to choose,
make, use, and develop lesson plans format. The three core components of the lesson plan consist
of learning objectives, learning activities, and assessment. The format of the Lesson Plan is
streamlined. Teachers are free to choose, make, use and develop lesson plans format. The Lesson
Plan contains learning objectives, learning activities and assessments. The lesson plan (RPP) is
only 1 page. Writing a Lesson Plan is done efficiently and effectively which gives the teacher time
to prepare and evaluate the learning process itself.