The Influence the PjBL With a Deep Learning Approach On Students' HOTS in Elementary School
Pengaruh Model PjBL dengan Pendekatan Deep Learning Terhadap HOTS Murid di Sekolah Dasar
DOI:
https://doi.org/10.21070/ups.12354Keywords:
Project Based Learning (PjBL), Deep Learning, HOTSAbstract
This study investigates the effect of a deep learning-based Project-Based Learning (PjBL) model on elementary students' higher-order thinking skills (HOTS) in science, focusing on ecosystems and food chains. Using a quantitative One-Shot Case Study (posttest-only) design, 20 fifth-grade students were assessed via 20 multiple-choice items covering analysis (C4), evaluation (C5), and creation (C6). Posttest scores were compared against the Learning Objective Mastery Criteria (KKTP = 75) using a one-sample Wilcoxon Signed-Rank test. The mean posttest score was 68.0 (median 80.0), with an Asymp. Sig. (2-tailed) of 0.588, showing no significant difference between students' HOTS scores and the KKTP standard. Thus, the effect of deep learning-based PjBL on HOTS could not be statistically confirmed from posttest data alone; further research using a control group or pretest-posttest design is recommended. Nonetheless, deep learning-based PjBL remains a promising instructional approach for IPAS deserving continued investigation.
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