Development of Research Methodology Module based on High Order

Thinking Skill (HOTS)

Deni Adriani

, Putri Kemala Dewi Lubis

and Muhammad Andi Abdillah Triono

Economic Education Study Program, Faculty of Economics, Universitas Negeri Medan, Medan –Indonesia

Management Education Study Program, Faculty of Economics, Universitas Negeri Medan, Medan -Indonesia

Keywords: Module, High Order Thinking Skill (HOTS)

Abstract: The purpose of this study was to determine (1) the design of learning modules based on High Order

Thinking Skill (HOTS) in the Research Methodology course. (2) to develop a research methodology module

based on High Order Thinking Skill (HOTS. The method used is the R & D method. This development

procedure consists of 4-D (Four D Models). "First, define phase, which is the stage that aims to define and

define learning needs. Second, the design stage, namely the design of a prototype learning device. Third, is

the develop stage, which aims to produce learning tools. and, fourth, is the stage of dissemination

(dessiminate), which is the stage of using the developed device. The results of this study are (1)

Development of research modules based on high order thinking skills in accordance with Four-D Models

with four main stages, namely, define, design, develop, and disseminate; (2) the feasibility of the module

based on the results of expert validation obtained a mean score for the feasibility of content 4 (feasible),

eligibility for presentation 4.04 (feasible) and feasibility of language 3.92 (feasible); (3) The student's

assessment of the module is based on the 3.84 (good) content eligibility, 4.07 (good) language eligibility

and 3.85 (good) presentation eligibility.

1 INTRODUCTION

Education is the main means in the formation of

quality human resources. Education is a human need

throughout life and always changes according to the

times, technology and culture of the people.

Developments and changes in education are

increasingly advanced demanding educational

institutions can foster and prepare human resources

better by improving the quality of learning carried

out in the classroom.

Based on the results of reflection in the lecture

the research methodology found several problems.

As for the first problem that is seen, students are less

able to understand the concept of research

methodology in preparing research proposals.

Second, students tend to think at the low order

thinking level so that difficulties in topic selection,

targeting, assessment, analysis, and report

preparation. To be able to do that, students are

required to be active in exploring the actual

problems. Third, there is domination by some

students in learning, while most other students are

still waiting and dependent on friends or lecturers.

Fourth, there is no interest and motivation for

students to research. Fifth there is no module for

research methodology courses. This resulted in

students being less enthusiastic in attending lectures

which had an impact on the low level of thinking

and student learning achievement.

Based on teaching experience in research

methodology courses over the past two years, the

lecture material provided so far is still taken from

various sources including textbooks and scientific

journals that have not been systematically arranged.

The implementation of learning with teaching

material that has not been systematically arranged as

a module is felt to be less effective because the

available face-to-face hours are not enough to

discuss all teaching material in the form of theory.

The problem faced by students so far in addition to

the lack of use of interactive learning models is the

lack of initiative from students to obtain supporting

books on the concept of research methodology. Such

Adriani, D., Lubis, P. and Triono, M.

Development of Research Methodology Module based on High Order Thinking Skill (HOTS).

DOI: 10.5220/0009498203670372

In Proceedings of the 1st Unimed International Conference on Economics Education and Social Science (UNICEES 2018), pages 367-372

ISBN: 978-989-758-432-9

367

conditions will make the lecture process ineffective,

students become passive, they just wait for lecture

material from lecturers with limited lecture material.

Apart from that the problem is also seen when

formative examinations are held, most students are

only able to answer questions at the level of

knowledge (C1), Understanding (C2) and

application (C3) while for questions at the level of

analysis (c4), evaluation (C5) and creation (C6) only

a small number of students are able to answer

correctly.

The results of previous studies conducted by

Winarno, Sunarno and Sarwanto (2015) show that

through the development of high order thinking

modules, there is a significant difference in

effectiveness. This is shown by the average

achievement of cognitive learning before using

module 67.4 and after using the module 85.3. The

results of this study are in line with the research

conducted by Sabar and Maureen (2013) on the

development of modules to improve high order

thinking skills in the learning strategy course.

83.33% in the posttest process.

One of the abilities that students must possess is

high-level thinking skills. If students do not have

this ability, students cannot link information

between disciplines so they cannot draw conclusions

and take advantage of the information. In the

Research Methodology course, this ability is very

much needed, because students must be able to link

existing learning theories with their application in

making research designs. Modules are needed in

learning because they function as guidelines for

lecturers, student learning guidelines, and guidelines

for evaluating.

The research that will be conducted for one

semester has two important objectives to determine

the design of learning modules based on High Order

Thinking Skill (HOTS) in the Research

Methodology course. Next to develop a module of

research methodology based on High Order

Thinking Skill (HOTS).

2 THEORICAL FRAMEWORK

Learning with modules is learning that uses

modules. Even simple modules should make written

statements for students that make students learn

about the material and how to test students, Dick &

Carey (in Putri: 2013). This means that each module

contains at least subject matter, practice questions

and ability tests. The ability of students to solve

practice questions and assignments in the course can

illustrate the level of ability of students in the

thinking process. The overall ability of students

means recognizing low order thinking skills and

high order thinking skills.

High Order Thinking Skill (HOTS) is a thinking

process that does not merely memorize and re-

convey known information. High-level thinking

ability is the ability to connect, manipulate, and

transform knowledge and experience already

possessed to think critically and creatively in an

effort to determine decisions and solve problems in

new situations (Rofiah et al., 2013)

Wardana (2010) further explained "The ability to

think high-level is a thinking process that involves

mental activities in an effort to explore complex,

reflective and creative experiences that are carried

out consciously to achieve goals, namely acquiring

knowledge that includes the level of thinking

analyzing, evaluating and creating. "

To find out someone's high order thinking skills,

indicators that are capable of measuring these

abilities are needed. As previously described,

thinking skills include the levels of C1, C2 and C3

belonging to the Low Order Thinking thinking

aspect, while C4, C5 and C6 belong to the aspects of

High Order Thinking.

Brookhart (in Kurniati, Harimukti and Jamil

(2016) states that the indicators for measuring

analytical skills are focusing on the main ideas,

analyzing the arguments, and comparing and

contrasting.The indicators for measuring evaluation

ability are the ability to take decisions or methods to

be in line with the desired goals. measuring creative

ability is solving problems with more than one

solution, designing a way to solve problems, and

making something new.

Furthermore, Ramli (2015) explained that HOTS

learning tools include: teaching strategies (methods,

models), materials (modules), and assessment

instruments to map students' achievements. The

material is considered as one of the teaching

supporting the most reliable besides pedagogical

skills. Characteristics of material formulation for

training HOTS are contextual material. Real-word

problems, lifting locality, and following the pattern

of scientists.

The module of Research Methodology course

based on High Order Thinking Skill (HOTS)

referred to in this study is a series of learning

activities that are arranged systematically to help

students achieve the goals that have been formulated

in the lecture process and help students in

understanding material contextually that can be

measured through indicators ability to analyze,

ability to evaluate and the ability to create ideas or

perspectives on something, design a way to solve

problems and be able to organize parts into new

structures.

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

368

3 RESEARCH METHOD

This research method is a research development

(Research and Development / R & D) is a research

method used to research so as to produce certain

products, and then test the effectiveness of the

product ". This research develops a new product in

the form of a research methodology module based

on High Order Tinking Skill (HOTS).

This research will be done in the economic

education study program of Medan State University,

which is located at Jl.Willem Iskandar Pasar V

Medan.

The development model used is 4-D (Four D

Models) proposed by Thiagarajan in Trianto (2012:

177) "First, the define phase, which is the stage that

aims to define and define learning needs. Second,

the design stage, which is the design of a prototype

learning device. Third, is the development stage,

which aims to produce a learning device, and the

fourth is the dissemination phase (dessiminate),

which is the stage of using a developed device.

The research subjects in this study were students

of economic education study programs registered in

the 2018/2019 school year. The classes that the

researchers chose were class A Semester V.

The module feasibility analysis is obtained from

a validation questionnaire by research methodology

experts. The data obtained are then tabulated data for

each aspect of assessment and calculated using the

formula according to Sukardjo (2012) as follows:

x ̅=(∑▒x)/N

Information:

x ̅ =Total average score

∑▒x =score total

N = Number of indicators

Furthermore, the assessment aspect is described

by converting quantitative data into qualitative data

based on the following criteria:

Table 1: Assessment Criteria

Scor

Interval

Score

Interval Criteria



≥X+ 1,8 S

4,21-5,00 Very

decent

4 X+0,6S

<

≤X+1,8S

3,41-4,20 Feasible

3 X-0,6S

<

≤X+0,6S

2,61-3,40 Inadequat

2 X-1,8S

<

≤X+0,6S

1,81-2,60 Not

feasible



≤ X-1,8 S

0- 1,80 Very

Unworthy

Information:

X = ½ (Ideal maximum score + ideal minimum

score)

S = 1/6 (Maximum score ideal-ideal minimum score

)

x ̅ = Average value

The assessment analysis for students on research

methodology modules based on high order thinking

skills (hots). In this case students are given a

questionnaire according to the rating scale as

follows:

Table 2: Student rating scale

Information Score

Strongly Agree 5

Agree 4

Enough 3

Desagree 2

Strongly Disagree 1

Then the data tabulation is done, the data obtained is

then calculated the average score total score of each

aspect of the assessment. The mean total score is

then interpreted into qualitative values based on the

following criteria:

Table 3: Student Assessment Criteria

Score Interval

score

Interval criteria



≥X+ 1,8 S

4,21-5,00 Very good

4 X+0,6S

<

≤X+1,8S

3,41-4,20 good

3 X- 0,6S

<

≤X+0,6S

2,61-3,40 enough

2 X-1,8S

<

≤X+0,6S

1,81-2,60 Not good



≤ X-1,8 S

0- 1,80 Very bad

Information:

X = ½ (Ideal maximum score + ideal minimum

score)

S = 1/6 (Maximum score ideal-ideal minimum

score)

x ̅ = Average value

Development of Research Methodology Module based on High Order Thinking Skill (HOTS)

369

4 RESULTS AND DISCUSSION

The development of the research methodology

module based on high order thinking skills through 4

stages, namely define (definition), village

(planning), develop (development), and disseminate

(dissemination).

Define

At this stage there are 4 activities that must be done,

namely: 1). Curriculum analysis; 2) Analysis of the

characteristics of students; 3) Analysis of the

material and; 4) Formulate goals.

At the first stage, researchers need to study the

current curriculum at the State University of Medan.

In the curriculum there are competencies to be

achieved. Curriculum analysis is useful for

determining the competencies in which the teaching

material will be developed.

In the second stage is the analysis of students. at

this stage the characteristics of students are studied

in the activities of lectures to find out the problems

encountered while carrying out lectures by

observing during the lecture process. The

observations show several problems faced by

students, namely students lacking enthusiasm in

following the teaching and learning process because

of monotonous learning condition, the teaching

materials used by lecturers are less attractive so

students are less interested in attending lectures that

have an impact on student learning achievement.

In the third stage, the students' tasks were

analyzed in the research methodology subject. Along

with the implementation of the KKNI based

curriculum in the economic faculties of Medan State

University there are six tasks that must be done by

students including routine assignments, Critical

Book Report (CBR). Research Review / Journal

Review, mini research, engineering ideas and

projects. In the Semester Learning Plan (RPS) the

instructions for working on the six tasks are included

with the assessment rubric.

Further material analysis was done in accordance

with the syllabus of the research methodology

course. In this case the material was developed into

12 chapters detailed into 12 learning activities. The

next step is to formulate lecture objectives. The

expected learning experience is that students are able

to explain the basic concepts of educational research

methodologies, compare processes, variables and

research paradigms, construct the background and

formulation of problems, build a theoretical

foundation, thinking framework and research

hypotheses, distinguish measurement scales and

construct research instruments, determine

populations and sample in research, design and do

Ex post facto research, design and do experimental

research, design and do classroom action research,

design and do research and development, carry out

analysis of research data, arrange research reports

and scientific publications of research results.

Design

The preparation of instruments test that are in

accordance with the preparation of lecture objectives

that become a benchmark of student ability that

refers to Bloom's taxonomy. The next step is the

selection of the module format and the initial draft of

the module. The format of the module contained in

this study includes a description of learning

achievement, subject matter, material description,

material summary, job description, formative test

and answer key. The supporting factors in the

module are the introduction in which there are

instructions for using modules to facilitate students

in understanding the contents of the module. This

module is equipped with a cover, preface, table of

contents and also a bibliography at the end of each

subject.

Based on the selected module components. Then

the module is written. The module writing begins

with attention to the syllabus of courses that have

been designed in advance which is the main

reference in preparing the material in the module.

Then proceed with developing module material,

which consists of material descriptions, summaries,

formative assignments and tests. Furthermore, at the

final stage, the design and layout of the modules are

then printed and ready to be validated by experts.

Develop

This stage aims to develop a module draft through

the expert validation phase aimed at validating

material content contained in the draft module.

Validation is carried out by an expert lecturer so that

it can be known that the module developed is suitble

or not to be used. This validation result is used as

input for the repair process.

Modules assessed by material experts use a 5-

scale questionnaire with 20 statements for aspects of

suitable content, 12 items for suitable presentation,

and 13 statements for suitable language. The

following are the results of the suitable assessment

by material experts shown in table 4.

Table 4: Validation result by expert

Aspect Average

Score

category

suitable content 4 Feasible

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suitable Presentation 4,04 Feasible

suitable Language 3,92 Feasible

Average total score 3,99 Feasible

Based on table 4 about the validation of material

experts, the module of research methodology

courses is categorized as feasible. This means that

the module has suitable content. With language that

is easy to understand and interesting presentation.

The next step taken by the researcher is the stage of

development, that is revision. The validated module

is then revised according to the advice of the

validator.

The development test is the last step in the

develop phase. The development test was conducted

to find out the student's assessment of the research

methodology module. Student assessment of the

research methodology was obtained from a

questionnaire with a scale of 5. The questionnaire

was made containing 12 statements consisting of 3

aspects of assessment, one aspect of suitable content,

suitable language and suitable presentation. The

results of student assessment of the module can be

seen in the following table 5:

Table 5: Results of Student Assesment

Aspek Rerata

Skor

Kategori

suitable content 3,84 Good

suitable

Presentation

4,07 Good

suitable Language 3,85 Good

Average total score 3,92 Good

Based on Table 5, students' assessment of the

research methodology module is good. This means

that the module in terms of suitable material

linguistic and good presentation is applied to

semester v students of unimed economics faculty.

Disseminate

After limited trials carried out repairs and proceed to

the limited dissemination stage. That is conducting

an experiment in class A in the fifth semester of an

economic education study program. then do the final

revision. The final product in this study is in the

form of a print module consisting of 12 learning

activities, namely:

1. Learning Activity-1 discusses the basic

concepts of educational research methodology

2. Learning Activity-2 discusses the process,

variables and research paradigm

3. Learning Activity-3 discusses the background

and formulation of the problem

4. Learning Activity-4 discusses the theoretical

foundation, thinking framework and research

hypothesis

5. Learning Activity-5 discusses measurement

scale and constructs research instruments

6. Learning Activity-6 discusses population and

sample in research

7. Learning Activity-7 discusses Ex post facto

research

8. Learning Activities-8 discuss experimental

research

9. Learning Activities-9 discuss classroom action

research

10. Learning Activity-10 discusses research and

development

11. Learning Activities-11 discuss analysis of

research data

12. Learning Activities-12 discuss the preparation

of research reports and scientific publications of

research results

The components contained in the module consist

of: module cover, preface, table of contents, module

overview, learning activities, summary, assignments,

formative tests along with answer keys.

At this stage is the stage of using modules that

have been developed on a wider scale. However,

because of the limitations of researchers in the use of

time, costs, and the ability of researchers in product

development, the researchers only use the final draft

for researchers' needs only.

5 CONCLUSIONS

Based on the results of research and development, it

can be concluded as follows: (1) Development of a

research methodology module based on high order

thinking skills using the Four-D model. Define

obtained that students need modules that can help

students learn independently. Design, obtained the

results of teaching materials that are in accordance

with the needs of students in the form of research

methodology modules based on high order thinking

skills. Develop, validated by experts and revised

according to expert material suggestions, as well as

development trials in class A of the fifth semester of

economic education study program at Medan State

University. Disseminate, the module is disseminated

to the fifth semester students of the economic

education study program.

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371

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