Means-Ends-Analysis Model with Didactical Engineering to Enhance Junior High School Students HOTS Ability and Mathematical Habits of Mind Wahid Umar
FKIP Universitas Khairun, Ternate Indonesia
Abstract
This article presents the results of research on how to construct a Means-Ends-Analysis (MEA) model with Didactical Engineering (DE) to enhance students^ high order thinking skill (HOTS) ability. This study uses Research & Development Method, lasting for one Year, which is divided into two stages. The first stage used the research design of one group of students without control, and the second stage used two groups of students with quasi-experimental methods of pretest-posttest. The sample involved 158 eighth grade students from two junior high schools at the high and medium levels in Ternate City. The sample for the experimental group and control group was randomly selected on the basis of grades. Instruments used were tests of prior mathematical ability (PMA), HOTS ablity test, and MHM of students. Research data of students^ pretest, posttest, and normalized gain scores for HOTS ability were analyzed using mix-methods, i.e. a combination of quantitative and qualitative analyses adapted to the existing data. The results showed that there is a significant difference in the enhancement of students^ HOTS ability between the experimental and control groups. The enhancement of HOTS ability of the experimental group students who were taught with the MEA model with DE is significantly greater in each category of their PMA both in the schools of the high and medium levels compared to the enhancement of the students who were taught with conventional learning model. In addition, there is no interaction effect between the learning model and the students^ PMA on the mathematical habits of mind (MHM).
Keywords: HOTS ability, mathematical habits of mind, MEA, didactical engineering
