HETEROGENITY OF THE EFFECT OF CONTEMPORARY MATHEMATICS LEARNING ON THE IMPROVEMENT OF STUDENTS^ HIGHER-ORDER THINKING SKILLS (HOTS) A. Supendi (a*), Nurjanah (a), D. Juandi (a)
a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Bandung, Indonesia
*ahmad.supendi[at]upi.edu
Abstract
Abstact. In the 21st century, learning in Indonesia emphasizes students^ higher-order thinking skills (HOTS). Thus, research on HOTS is mostly done by researchers by applying contemporary learning based on HOTS. However, several reports show inconsistent results regarding the effect of using contemporary learning on students^ HOTS. Therefore, this study aims to analyze and evaluate the application of contemporary learning to students^ HOTS from previous studies. In addition, this study examines the characteristics of education levels and learning models that may affect heterogeneous effect size data. 13 major relevant studies were published in national or international journals or proceedings and analyzed using meta-analysis. Comprehensive meta-analysis (CMA) software was used as an analytical tool with hedges formulas to determine the effect size. The results showed that the application of contemporary learning to HOTS was very influential with a very high category. Meanwhile, the level of education and the learning model did not significantly cause the effect size to be heterogeneous. These results indicate that the application of contemporary learning can be used as a solution in learning in the 21st century to increase students^ HOTS.
