ANALISIS AWAL KEMAMPUAN BERPIKIR KRITIS SISWA BERBASIS HOTS MELALUI MEDIA WAYGROUND

Abstract

ABSTRAK

Tujuan penelitian untuk mengkaji kemampuan awal berpikir kritis siswa kelas IV sekolah dasar melalui tes berbasis Higher Order Thinking Skills (HOTS) dengan memanfaatkan media digital interaktif Wayground pada materi “Aku dan Kebutuhanku”. Penelitian menggunakan pendektan kuantitatif dengan jenis penelitian deskirptif bentujuan memberikan gambaran objektif mengenai kemampuan siswa tanpa adanya perlakuan. Subjek penelitian sebanyak 10 siswa dipilih menggunakan teknik sampling jenuh. Instrumen penelitian berupa tes pilihan ganda berbasis HOTS yang disusun berdasarkan indikator berpikir kritis menurut Ennis, yaitu elementary clarification, basic support, inference, advanced clarification, serta strategy and tactics. Analisis data dilakukan dengan menghitung skor siswa, mengonversinya dalam bentuk persentase, kemudian mengkategorikannya ke dalam tingkat kemampuan berpikir kritis. Hasil penelitian menunjukkan bahwa kemampuan awal berpikir kritis siswa berada pada kategori rendah dengan nilai rata-rata sebesar 48. Sebagian besar siswa menunjukka kesulitan dalam menyelesaikan soal berbasis HOTS, terutama pada aspek inference. Temuan ini menunjukkan bahwa siswa belum terbiasa melakukan proses berpikir tingkat tinggi seperti menganalisis, mengevaluasi, dan menarik kesimpulan. Oleh sebab itu, diperlukan kegiatan belajar yang lebih terarah serta berkelanjutan berbasis HOTS memanfaatkan media digital interaktif untuk meningkatkan keterampilan berpikir kritis.

Kata Kunci : keterampilan berpikir kritis, HOTS, Wayground

ABSTRACT

The purpose of this study was to assess the initial critical thinking skills of fourth-grade elementary school students through a Higher Order Thinking Skills (HOTS)-based test utilizing Wayground interactive digital media on the topic "Me and My Needs." The study used a quantitative approach with a descriptive research type aimed at providing an objective picture of student abilities without any treatment. The research subjects were 10 students selected using a saturated sampling technique. The research instrument was a HOTS-based multiple-choice test compiled based on critical thinking indicators according to Ennis, namely elementary clarification, basic support, inference, advanced clarification, and strategy and tactics. Data analysis was carried out by calculating student scores, converting them into percentages, and then categorizing them into levels of critical thinking skills. The results showed that students' initial critical thinking skills were in the low category with an average score of 48. Most students showed difficulty in solving HOTS-based problems, especially in the inference aspect. This finding indicates that students are not yet accustomed to carrying out higher-order thinking processes such as analyzing, evaluating, and drawing logical conclusions. Therefore, more focused and sustainable HOTS-based learning activities utilizing interactive digital media are needed to improve critical thinking skills.

Keywords: critical thinking skills; HOTS (Higher Order Thinking Skills); Wayground