Higher Order Thinking Skills in Islamic History Learning

Asep Nursobah

, Andewi Suhartini

and Tuti Hayati

, Uus Ruswandi

Fakultas Tarbiyah dan Keguruan UIN Sunan Gunung Djati Bandung

Keywords: Higher Order Thinking Skills, Islamic History Learning

Abstract: Higher order thinking skills need to be mastery by someone who lives in the 21st century, to deal with an

ever-changing environment and complex challenges. Aspects of thinking skills are also needed to

understand and take lessons from the history of Islamic culture. Thinking skills include critical and

reflective thinking about values inherent in historical facts and events. This study aims to examine the effect

of problem-based learning models and learner independence on higher order thinking skills in the study of

Islamic Cultural History. This study uses a quantitative approach with the population of students in 6

Purwakarta Junior High Schools. The experimental design was used in this study to test the problem based

learning model. Data collection was carried out through tests and questionnaires. Data were analyzed with a

3 x 2 factorial design. This study concluded that problem-based learning and learner independence had a

positive and significant influence on the high-order thinking skills of Purwakarta junior high school

students. Problem-based learning and leaner independence are important aspects in an effort to improve

high-level thinking skills in learning Islamic Cultural History.

1 INTRODUCTION

Critical thinking is a skill needed in Islamic learning

outcomes in schools, including aspects of Islamic

Cultural History. High-order thinking skills obtained

from the learning process is not just reading the

surface, but also learning to give consideration to the

facts and historical data that exist in PAI learning.

The ability to consider an action based on a value is

in line with the thinking skills that students have that

must be owned by human resources that live in the

21st century. In this century, people are faced with a

constantly changing environment and complex

challenges, which require the quality of critical

thinking to deal with it, complete competence to

overcome it and core skills to live their daily lives.

The integrity of complex competencies and core

skills is the strength and stabilizer for someone who

lives in this century. To instill moral values in

human resources in the 21st century, efforts are

needed to sharpen high-level thinking skills, in

addition to core skills in the learning process.

Thinking is an important aspect of PAI learning in

historical aspects, both in the process and as a result

of learning. The Islamic values he taught, both iman,

Islam and ihsan, were aspects of affection which

demanded a high level of understanding and thought

to be easily lived and become a personal character.

The need to teach students the ability to think

high must be done since elementary education. The

current reality shows that PAI learning at the end of

the elementary level, namely in junior high school

(SMP) needs to get attention in line with nstional

curriculum. Purwakarta Junior High School is a

junior high school that has held more PAI

reinforcement such as through civilization and

extracurricular activities. These efforts can be

increased to efforts to encourage students to think at

a high level. At this time the data shows that the

meaning of students towards extracurricular

activities related to self-control obtained an average

of 3.11. The meaning of self-control efforts is an

average of 2.51. Similarly, the meaning of the

school's religious culture is 3.3 on average

(Suhartini, Nursobah, Hayati, & Yulianingsih,

2016). These data indicate that meaningful learning

at the level of high-level thinking has not been

obtained by students.

The national curriculum emphasizes that

competencies in the cognitive domain of junior high

school students must be at the level of application

and analysis. In the affective domain must be at the

level of respect and appreciate. Likewise, in the

556

Nursobah, A., Suhartini, A., Hayati, T. and Ruswandi, U.

Higher Order Thinking Skills in Islamic History Learning.

DOI: 10.5220/0010024200002917

In Proceedings of the 3rd International Conference on Social Sciences, Laws, Arts and Humanities (BINUS-JIC 2018), pages 556-560

ISBN: 978-989-758-515-9

domain of skills, junior high school students must be

able to present and reason. The level of analysis,

respect, and appreciation, presenting and reasoning

are high-level thinking. This study reveal the

influence of the problem-based learning model

(PBL) to improve students' high-order thinking skills

in PAI learning aspects of Islamic cultural history.

2 LITERATURE REVIEW

Development of higher-order thinking skills can be

done through problem-solving by groups

(Vijayaratnam, 2012), reasoning based on analogy

(Richland & Simms, 2015), and influenced by

learning styles (Yee et al., 2015), teacher's ability to

learn (Yen & Halili, 2015). There are 30 learning

strategies that can improve high-level thinking skills

(Thomas & Thorne, 2009). Higher-order thinking

skills are the key determinants for the growth of

ideas in students (Heong et al., 2012). This study

focuses on the learning process and assessment of

high-level thinking in PAI learning aspects of the

history of Islamic culture at Purwakarta Junior High

School.

3 METHOD

This study uses quantitative and qualitative

approaches. The experimental method with 3 X 2

factorial analysis was used to test the effectiveness

of problem-based learning models on students' high-

thinking skills in 6 Purwakarta Junior High Schools.

Furthermore, a qualitative approach is used to

triangulate the findings of quantitative data, with

informants consisting of PAI teachers and students.

4 RESULT AND DISCUSSION

4.1 Result

4.1.1 Data Description

The results of the calculation of all pretest and

posttest data through SPSS version 20 analysis

shown in Table Descriptives obtained the average,

standard deviation, standard error, minimum and

maximum values and the difference between

Conventional Learning Based Learning and High

Level of Learning Independence, Moderate and Low

in Purwakarta Junior High School. Description of

the pretest data of the PAI learning outcomes in the

SKI aspect using Problem Based Learning and

Conventional Learning can be seen in the following

table 1:

Table 1. Data Description

Learning

Independence

INSTRUCTIONAL MODEL

Problem Based

Learning

Conventional

Pretes Postes Gain Pretes Postes Gain

High 60,32 72,18 11,86 59,13 61,38 2,25

Moderate 50,61 62,00 11,39 45,31 48,63 3,31

Low 38,73 54,05 15,32 32,56 33,94 1,38

The table above shows that there is an increase in

the average pretest and posttest scores of both

groups (Problem Based Learning and Conventional)

both from the level of high, medium and low

learning independence.

4.1.2 Testing of Assumtion

In this study, the experiment group had the same

ability as the control group. This is evidenced by the

results of the average similarity test using the F test,

using SPSS version 20, the value of F calculated =

1.643 or Sig (0.203)> α (0.05).

Data on learning independence and high-level

thinking skills are assumed to come from

populations that are normally distributed by showing

the results of the Kolmogorov-Smirnov one-sample

test using SPSS version 20 is significant at α (0.05).

Similarly, variants of all data are homogeneous as

the results of the variance homogeneity test with the

F test are significant at α (0.05).

4.1.3 Hypothetis Testing

Hypothesis testing carried out a 3x2 factorial F-

ANOVA test with p-value ≤ 0.05.Hypothesis 1:

There are differences in the level of thinking

between students who use problem-based learning

models with conventional models as a whole. The

results of the SPSS version 20 analysis are displayed

on statistical group tables and independent samples

test tables about the different levels of thinking skills

between students of Purwakarta Junior High School

using problem based learning and conventional

learning. It can be concluded The overall there are

differences in the students' higher thinking skills

using problem based learning with conventional

learning. This conclusion is reinforced by the results

of the calculations shown in Table 7 above which

shows the value of F = 8.824 or Sig (0,000) <½ α

Higher Order Thinking Skills in Islamic History Learning

557

(0,025). In addition, the value of t count = 7.600 and

the value of Sig (2-tailed = 0,000) <½ α (0.05) can

be interpreted that problem-based learning

influences the higher order-thinking skills of

Purwakarta junior high school students.

Hypothesis 2: There is an Interaction between

learner independence and problem based learning.

The results of the SPSS version 20 analysis obtained

the calculated F value of 94.602 with Sig = 0,000.

Because the value of Sig <α (0.05) as follows:

Table 2. ANOVA Interaction of Independence Learning

with PBL

ANOVA

PBL Sum of

Squares

df Mea

n Square

F Sig.

Between

Groups

3636.937 2 1818.468 94.602

000

Within

Groups

1230.227 64 19.222

Total 4867.164 66

Based on the calculation of ANOVA 3 x 2 test

above, it can be concluded that overall there is an

Interaction between learner independence and

problem based learning which affects the high-level

thinking skills of Purwakarta Junior High School

students.

Hypothesis 3: There are differences in the

influence of problem-based learning models on the

skills of higher order think among students

Purwakarta junior high school with high

independence. The results of the analysis show that:

(a) the number of valid data is 38 people with a high

level of independence (22 students with problem

based learning and 16 students with conventional

learning); (b) the average value of problem based

learning learning classes is 72.18 and the average

value of conventional learning classes is 61.38; and

Furthermore, the independent samples test table

shows the difference test of two groups (problem

based learning and conventional from a high level of

independence). The test results show that the value

of t count = 7.182 and the value of sig (2 tailed =

0,000) <½ α (0.05). Thus it can be interpreted that

there are differences in the effect of problem-based

learning models on the higher-order thinking skills

of Purwakarta junior high school students at a high

level of independence. This can be stated also that

problem-based learning is effective in improving

higher-order thinking skills for students who have

the characteristics of thinking such as always setting

goals in learning, determining strategies to solve

problems, and not quickly satisfied with the results

obtained.

Hypothesis 4: There is a difference in the effect

of problem-based learning models on the thinking

skill of higher-order. The results of the analysis

show that: (a) the number of valid data is 39 people

from the level of moderate independence (23

students with problem based learning and 16

students with conventional learning); (b) the average

value of problem based learning class 62.00 and the

average value of conventional learning class 48.63;

and (c) standard deviations of 1.84 and 2.66

respectively.

Furthermore, the independent samples test table

shows the difference test of two groups (problem

based learning and conventional from the level of

moderate independence) indicating that the value of

t count = 18.640 and the value of sig (2 tailed =

0.000) <½ α (0.05). Thus it can be interpreted that

there is a difference in the effect of problem-based

learning models on the high-level thinking ability of

Purwakarta junior high school students at moderate

levels of independence. In other words, problem

based learning affects the ability to think high.

Hypothesis 5: There is a difference in the effect

of problem based learning models on higher order

thinking skill students with low self-reliance. The

results of the analysis show that: (a) the amount of

valid data is 38 people from a low level of

independence (22 students with problem based

learning and 16 students with conventional

learning); (b) the average value of problem based

learning classes 54.05 and the average value of

conventional learning classes 33.94; and (c) standard

deviations of 5.58 and 6.57, respectively.

Furthermore, the independent samples test table

shows the difference test of two groups (problem

based learning and conventional from a low level of

independence) indicating that the value of t count =

10.177 and the value of sig (2 tailed = 0.000) <½ α

(0.05). Thus it can be interpreted that there is a

difference in the effect of problem-based learning

models on the high-level thinking ability of

Purwakarta junior high school students at low levels

of independence.

4.2 Discussion

There are differences in students' high-thinking

abilities using problem-based learning models with

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558

conventional learning in Islamic morality learning.

These conclusions show that high-level thinking

skills are determined by a problem-based learning

model. Since the beginning of the learning, students

have been faced with problems that must be solved

through the process of thinking by analyzing,

seeking the possibility of solving the problem and

proving it through collecting information and data

from various sources. This is in line with the

learning theory of reflective thinking (Mahasneh,

2013) and critical thinking (Emir, 2013).

There is an interaction between learner

independence and a problem-based learning model

that influences students' higher-order thinking skills

in Islamic Cultural History. This proves that the

application of problem-based learning needs to be

supported by the independence of students. But it is

not always the higher the independence of students,

while also being able to improve their higher-order

thinking skills in learning Islamic Cultural History.

Students who are of medium and low independence,

an increase in high-level thinking skills is greater

than students with high independence. This thinking

style theory is in line with independent dependent

thinking style theory (Ahiri, La Dunifa, & Ghani,

2015).

Problem-based learning models influence the

ability to think higher-order in learning Islamic

Cultural History for students who have high

independence. This explains the interaction of

problem-based learning models with independence.

This also shows that students who have high

independence can use a problem-based learning

model to achieve high-level thinking skills in

learning Islamic Cultural History. This is in line with

the cognitive style theory described above

(Mahasneh, 2013).

Problem-based learning model influences the

ability to think high-level in learning Islamic

Cultural History for students who have moderate

independence. For students with moderate

independence, problem-based learning models are

proven to be able to improve higher-order thinking

skills in learning Islamic Culture History better than

students with high independence. Basically

independence is showing that students cannot fully

determine the choices of thinking by themselves.

The ability to think high-level in learning Islamic

Cultural History for students with moderate

independence is widely held by the considerations of

their friends. This is in line with the theory of

thinking style and the tendency to solve problems

(Sudarman, Setyosari, Kuswandi, & D. Dwiyogo,

2016).

Problem-based learning models affect the ability

to think high-level in learning Islamic Cultural

History for students who have low independence.

Higher-order thinking ability in learning Islamic

Cultural History that is influenced by problem-based

learning for students who have low independence is

proven to be higher than students with high

independence and lower than students with moderate

independence. This is in line with the ability to make

decisions in thinking by considering input from

others. Thinking analysis and evaluation requires a

decision to determine the parts analyzed and

evaluated (Budsankom, Sawangboon,

Damrongpanit, & Chuensirimongkol, 2015).

5 CONCLUSIONS

Based on the results and discussion of the research

above it can be concluded that problem-based

learning and learner independence have a positive

and significant effect on the higher order thinking

skill in learning Islamic Cultural History in students

at Purwakarta Junior High School. Problem-based

learning and learner independence are important

aspects in an effort to improve higher order thinking

skills in learning Islamic Cultural History.

ACKNOWLEDGEMENTS

This research work is supported by Research Center

and Publishing Research Center, UIN Sunan

Gunung Djati Bandung through competitive funding

of Interdisciplinary Superior Research in the

framework of international publication.

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