Nadila Kirani, Toni Nasution

The Influence Of Using The Problem Solving Model And Teacher-Made Hots-Based Evaluation Questions On Student Learning Outcomes

Introduction

The influence of using the problem solving model and teacher-made hots-based evaluation questions on student learning outcomes. Explore how problem-solving models and teacher-made HOTS evaluation questions significantly influence middle school student learning outcomes in a quantitative study.

Abstract

This research aims to find out the effect of using problem solving models and hots-based evaluation questions made by teachers on the learning outcomes of Al-Hijrah IT Middle School students. The type of research used is quantitative experiment using a quasi-experimental method. The population in this research is all grade students. IPS Vlll at Al-Hijrah IT Middle School for the 2024/2025 academic year. Namely 60 students consisting of social studies classes Vlll-1, Vlll-2, Vlll-3, the sampling technique used in this research is saturated sampling where the entire population is sampled, the data analysis technique used in this research is the multiple regression model , the results of this research are that in this research the use of problem solving methods has a significant influence on learning outcomes because the calculated t value > t table (2.838> 2.010) and the significance level is 0.007 < 0.05. In this research, teacher-made hot-based evaluation questions have a significant influence on learning outcomes because the calculated t value is > t table (5.689> 2.010) and the significance level is 0.000 < 0.05. In this study, the calculated f value was 74.111 and the significance level was 0.000. This shows that simultaneously the teacher-made hot-based evaluation questions and the use of problem solving methods had a significant effect on Critical Thinking Ability because the calculated f value > f table (74.111 > 3.19) and significance level of 0.000 < 0.05

Review

This study presents a timely and relevant investigation into pedagogical strategies aimed at enhancing student learning outcomes. The research clearly articulates its objective: to determine the influence of a problem-solving instructional model and teacher-made HOTS-based evaluation questions on the learning outcomes of Al-Hijrah IT Middle School students. Utilizing a quantitative experimental design, specifically a quasi-experimental method, the study focuses on IPS Vlll grade students, a specific and pertinent demographic for examining the effectiveness of these educational interventions. The overall scope is well-defined, addressing a significant area in educational practice concerning instructional approaches and assessment design. Methodologically, the study employs a quasi-experimental approach, which is appropriate for educational settings where true randomization may be impractical. The use of saturated sampling, encompassing all 60 IPS Vlll students, ensures that the findings are highly representative of the specified population at Al-Hijrah IT Middle School. The choice of multiple regression for data analysis is sound, allowing for the examination of both individual and combined effects of the independent variables. The abstract effectively presents the key statistical findings, demonstrating a significant positive influence of the problem-solving model (t=2.838, p=0.007) and the HOTS-based evaluation questions (t=5.689, p=0.000) on learning outcomes individually. Furthermore, the robust F-value (74.111, p=0.000) indicates a strong simultaneous effect. However, it is noted that while the initial aim and individual effects reference "learning outcomes," the abstract concludes by stating the simultaneous effect was on "Critical Thinking Ability," which warrants clarification in the full manuscript regarding the precise operationalization of the dependent variable(s). To enhance the manuscript's contribution, the full paper should elaborate on several aspects. A more detailed description of the problem-solving model implemented, including specific steps or phases, would be beneficial. Similarly, defining what constitutes "HOTS-based evaluation questions" and perhaps providing illustrative examples would strengthen the methodological clarity. Further articulation of how "learning outcomes" were measured (e.g., specific tests, rubrics, types of knowledge assessed) and the precise relationship between "learning outcomes" and "Critical Thinking Ability" as dependent variables is crucial. While saturated sampling provides internal validity for the specific school, discussing the generalizability of these findings to broader educational contexts and outlining potential limitations would add depth. Addressing these points would undoubtedly reinforce the valuable insights this research offers into effective teaching and assessment strategies for improving student learning.

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