CINDI , EMALIA (2025) PENGARUH PENGGUNAAN MODEL ARGUMENT-DRIVEN INQUIRY (ADI) TERINTEGRASI SDGs TERHADAP HIGHER ORDER THINKING SKILLS (HOTS) DAN SELF-EFFICACY PESERTA DIDIK PADA MATERI PERUBAHAN IKLIM. FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN, UNIVERSITAS LAMPUNG.
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Abstrak (Berisi Bastraknya saja, Judul dan Nama Tidak Boleh di Masukan)
Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model Argument- Driven Inquiry (ADI) terintegrasi SDGs terhadap HOTS (Higher Order Thinking Skills) dan self-efficacy peserta didik kelas X di SMAN 7 Bandar Lampung. Penelitian ini menggunakan desain quasi experimental dengan teknik pretest posttest non-equivalent control group design. Sampel diambil menggunakan teknik cluster random sampling dengan jumlah sampel 30 peserta didik kelas X.4 sebagai kelas eksperimen dan 34 peserta didik kelas X.5 sebagai kelas kontrol. Data kuantitatif berupa nilai pretest-posttest HOTS dan pre-post angket self- efficacy. Sedangkan data kualitatif berupa angket tanggapan peserta didik. Hasil penelitian menunjukkan bahwa HOTS kelas eksperimen lebih tinggi (N-Gain 0,69) berbeda nyata dibandingkan dengan kelas kontrol (N-Gain 0,50). Hasil uji independent sample t-test didapatkan nilai sig. (2-tailed) 0,000 < 0,05 yang artinya H0 ditolak dan H1 diterima. Selain itu, hasil uji effect size sebesar 1,9 dengan interpretasi besar. Indikator HOTS yang mengalami peningkatan paling tinggi adalah kemampuan menganalisis (N-Gain 0,80) dengan kategori tinggi dan terendah pada indikator mencipta (N-Gain 0,60). Dengan demikian, dapat disimpulkan bahwa penggunaan model Argument-Driven Inquiry (ADI) terintegrasi SDGs berpengaruh terhadap HOTS peserta didik. Hasil penelitian juga menunjukkan bahwa terdapat pengaruh yang signifikan penggunaan model Argument-Driven Inquiry (ADI) terintegrasi SDGs terhadap self-efficacy peserta didik. Hasil uji independent sample t-test sig. (2-tailed) 0,000 < 0,05 yang artinya H0 ditolak dan H1 diterima. Dimensi level mengalami peningkatan tertinggi (N- Gain 0,55). Hasil uji effect size sebesar 1,4 dengan interpretasi besar. Hasil analisis angket tanggapan menunjukkan bahwa penggunaan model Argument- Driven Inquiry (ADI) terintegrasi SDGs mendapatkan tanggapan positif dari peserta didik dalam hal meningkatkan kemampuan menganalisis, mengevaluasi, menciptakan dan keyakinan diri peserta didik. Kata Kunci: Argument-Driven Inquiry (ADI), Higher Order Thinking Skills (HOTS), Self-Efficacy, Sustainable Development Goals (SDGs) This study aims to determine the effect of using the SDGs-integrated Argument- Driven Inquiry (ADI) model on HOTS (Higher Order Thinking Skills) and self- efficacy of grade X students at SMAN 7 Bandar Lampung. This study employs a quasi-experimental design using a pretest-posttest non-equivalent control group design. The sample was selected using cluster random sampling, with 30 students from class X.4 as the experimental group and 34 students from class X.5 as the control group. Quantitative data consist of pretest-posttest HOTS scores and pre- post self-efficacy questionnaires, while qualitative data is interpreted from student response questionnaires. The results showed that the experimental class had higher HOTS scores (N-Gain 0.69), which was significantly different from the control class (N-Gain 0.50). The independent sample t-test yielded a sig. (2-tailed) of 0.000 < 0.05, meaning that H0 was rejected and H1 was accepted. Additionally, the effect size test yielded a value of 1.9, interpreted as large. The HOTS indicator with the highest increase was analytical ability (N-Gain 0.80) in the high category, while the lowest increase was in the creativity indicator (N-Gain 0.60). Thus, it can be concluded that the use of the SDGs-integrated Argument-Driven Inquiry (ADI) model has an effect on students' HOTS. The results also show that there is a significant effect of the use of the SDGs-integrated Argument-Driven Inquiry (ADI) model on students' self-efficacy. The results of the independent sample t-test sig. (2-tailed) 0.000 < 0.05, meaning that H0 is rejected and H1 is accepted. The dimension level experienced the highest increase (N-Gain 0.55). The effect size test result was 1.4, interpreted as large. The results of the questionnaire analysis show that the use of the Argument-Driven Inquiry (ADI) model integrated with SDGs received positive responses from students in terms of improving their ability to analyze, evaluate, create, and their self-confidence. Keywords: Argument-Driven Inquiry (ADI), Higher Order Thinking
| Jenis Karya Akhir: | Skripsi |
|---|---|
| Subyek: | 300 Ilmu sosial > 370 Pendidikan 500 ilmu pengetahuan alam dan matematika > 570 Biologi |
| Program Studi: | FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN (FKIP) > Prodi S1 Pendidikan Biologi |
| Pengguna Deposit: | UPT . Desi Zulfi Melasari |
| Date Deposited: | 13 Nov 2025 02:34 |
| Terakhir diubah: | 13 Nov 2025 02:34 |
| URI: | http://digilib.unila.ac.id/id/eprint/93188 |
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