THE EFFECT OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) MODELS ON IMPROVING THE CAPABILITY OF HIGHER ORDER THINKING SKILLS (HOTS) IN TEACHING SOCIAL STUDIES STUDENTS OF CLASS VIII IN SMPN 15 BANDUNG CITY
By:
Endang Komara (Professor of Social Sciences Education Master Program in STKIP Pasundan and Maya Solihah (Teacher of SMK Pajajaran Bandung) Email: endang_komara@yahoo.co.id; mayasolihah@gmail.com
ABSTRACT
The purpose of this study was to determine the application of the Cooperative Integrated Reading and Composition (CIRC) Model to improve the ability of Higher Order Thinking Skills (HOTS) in social studiesteaching for class VIII students of SMPN 15 Bandung. The research design used in this study is Non-Equivalent Control Group Design. The samples studied were two classes in class VIII-1 & class VIII-4 using Purposive Sampling Techniques. Research data collection using test and non-test instruments (questionnaires). The results of the calculation of the average value of n- gain which shows that the controlclass n-gain value of 0.39, which means an increase in Higher Order Thinking Skills with conventional learning models categorized as moderate / sufficient, while the average value of n-gain indicates that theexperimental class is equal to 0.71 which means an increase in Higher Order Thinking Skills with the Cooperative Integrated Reading and Composition (CIRC) model is categorized high. This shows that the Cooperative Integrated Reading and Composition (CIRC) model provides a higher increase or influence than conventional learning models. Based on data analysis with independent sample t test values obtained Sig. (2-tailed) of 0,000 then H0 is rejected, so there is a difference in the ability of Higher Order Thinking Skills (HOTS) students who study with the Cooperative Integrated Reading and Composition (CIRC) model with conventional classes, which means that there is an influence of the application of the Cooperative integratedReading and Composition model (CIRC) towards Higher Order Thinking Skills (HOTS) of students.
Keywords: Influence, CIRC Model Learning, HOTS, Social Studies Learning.
PRELIMINARY
Social studies learning should refer to patterns of optimally developing students' potential through provisioning and providing broad opportunities for students to learn, so students are able to developknowledge, attitudes, values, morals, and social skills. This condition enables students to practice in developing the ability and culture of critical thinking in addressing social life. Thus, critical thinking skills need to be developed in social studies learning.
The characteristics of social studies in junior high school are integrated from the subjects of Geography, History, Economics and Sociology, so that many study materials are sourced from referencetextbooks, so for that we need a learning modelthat incorporates reading elements so that students have the habit of reading that ultimately can improve students' critical thinking skills. Thus, it is necessary to implement a learning that emphasizes the activities ofgiving and receiving information or knowledge dynamically, one of which is through the Comparative Integrated Reading Composition (CIRC) teaching model.
The CIRC teaching model is a comprehensive cooperative model for conveying learning through reading, writing and presenting. This agrees with Suprijono (2011: 11), that the main purpose of this model is to improve critical thinking, creative, and foster social attitudes through the formation of cooperative teams to help students learn and understand readings that can be applied broadly, besides, the learning process this model can also educate students to interact with the environment. Thus, the CIRC teaching model is a composition for cooperative reading and writing in groups.
The advantage of the CIRC model in the learning process is that it gives students the freedom to express their responses freely. Students are trained to work together and respect the opinions of others. The stages of CIRC teaching according to Lestari and Yudhanegara (2015: 43), namely: partner reading, story structure and related writing, words and loud, word meaning, story re tell, and reflection.
One model of cooperative learning that can improve students' social studies learning processes and the process of interaction between individuals is the type of Cooperative Integrated Reading and Composition (CIRC). CIRC teaching model, students are placed in small heterogeneous groups, consisting of 4 (four) or 5 (five) students. The group requirements are not distinguished by gender, ethnicity / nation, or level of intelligence of students. So, in this group there should be students who are smart, moderate and weak, and each student feels right for one another. With cooperative learning students are expected to be able to improve critical thinking, be creative and can foster high social attitudes.
With regard to the development of critical thinking skills, Lasmawan (2013: 44) considers that Social Studies education has the potential for developing students' critical thinking abilities through the creation of an active, critical, creative, open, functional and applicable student learning climate. In this case, theEducation process through social studies learning is an effective medium for developing higher-order thinking skills called Higher Order Thinking Skills (HOTS), a thinking activity that involves a cognitive level of the hierarchy of Bloom's taxonomy of thinking.
HOTS is a high-level thinking ability which is one approach in learning where students are taught to think critically, logically, reflectively, metacognitively and think creatively. This ability to think will arise when individuals or students are faced with problems that they have not encountered before. Currently, theories that develop about Higher Order Thinking Skills (HOTS) focus more on how these skills are learned and developed. Appropriate teaching strategies and learning environments that can facilitate students' critical thinking skills are important factors for achieving this approach. As with student perseverance, self-monitoring, and open thinking and flexible attitude. Higher Order Thinking Skills include critical, logical, flexible, metacognitive, and creative thinking skills.
Some characteristics of HOTS-based learning include: being active in thinking, formulating problems, studying complex problems, developing ideas, seeking information from various sources, thinking critically and solving problems creatively, and thinking analytically in making decisions. In general, teachers want to make students think creatively. This is in line with the opinion of Higgins et al (2005: 4), teachers must apply learning that can lead students to think creatively, so that the application of certain learning approaches and strategies must be followed by mechanisms to monitor the creative process that occurs. High-level thinking requires reasoning skills. Where the ability to reason and think critically are interconnected. This is relevant to the opinion of Kaufman and Sternberg (2007) in the book Learning HOTS and Sani (2019: 6), that a creative person must have extensive knowledge in various fields of science and master one or fields in depth.
Developing critical thinking skills will help students see their potential, so students are trained to solve various problems encountered, including the extent of their abilities. Students who have critical thinking skills will be able to solve problems appropriately and not cause new problems, because of consideration from various sides. By having critical thinking skills, students are expected to be able to overcome various problems in social life. On the basis of this improvement in the quality of learning should be done by efforts to meet the needs of students to live in the community at a time of competition both locally and globally. Thus, the ability to think critically is very important to be taught in the study of Social Studies (IlmuPengetahuan Sosial/IPS).
The research objectives are as follows: First, analyze the implementation of CIRC teaching models in social studies learning at SMPN 15 Bandung. Second, knowing the effect of CIRC model learning on higher order thinking skills in social studies learning. Third, knowing the difference between higher order thinking skills of students before and after applying CIRC teaching models in social studies learning.
THEORETICAL STUDY
Cooperative Integrated Reading and Composition (CIRC) is one of the Cooperative Learning teachingmodels which was originally an integrated cooperative learning in reading and writing (Slavin, 2010: 203) which is a comprehensive or extensive and complete program for learning to read and write. This learning model continues to experience growth from the elementary school level to elementary school. This learning process educates students to interact socially with their environment.
In the CIRC model, each student is responsible for group work. Each group member issues ideas to understand one another and complete the task, so that the same understanding and learning experience is formed. The main focus of CIRC activities is more effective use of time. Furthermore, students are conditioned in a cooperative team which is then coordinated in a reading team to fulfill other objectives such as reading comprehension, vocabulary, message reading, and spelling and critical thinking. That way students are motivated to work together in a team (Slavin, 2010: 202-204).
Meanwhile, Steven (Huda, 2013: 222) suggests the following steps:
1. Form a group, each group consisting of 4 (four) people.
2. The teacher gives reading material according to the learning topic.
3. Students work together to read each other and find the main ideas contained in the discourse then give responses to the discourse written on a sheet of paper.
4. Students present or read out the results of group discussions.
5. The teacher gives repetition.
6. The teacher and students together make conclusions.
Furthermore Slavin (2010: 205-212) suggests eight components in CIRC teaching, as follows: First, teams are the formation of heterogeneous groups consisting of 4 or 5 students. Second, the placement test, for example, is obtained from an average of the previous daily test scores or based on a report card so that teachers know the strengths and weaknesses of students in certain fields. Third, student creative, carrying out tasks in a group by creating situations where individual success is determined or influenced by the success of the group. Fourth, the study team is the learning action stage that must becarried out by the group and the teacher provides assistance to the group that needs it. Fifth, team scorer andteam recognition, namely giving a score of the work of the group and giving criteria for the award of the group that succeeded brilliantly and the group deemed less successful in completing the task. Sixth, the teaching group is to provide material briefly from the teacher prior to giving group assignments. Seventh, fact test is the implementation of tests or tests based on facts obtained by students. Eighth, whole class units, namely the provision of summary material by the teacher at the end of learning time with problem solving strategies.
Cooperative Integrated Reading Composition teaching requires students to be responsible for each group member. Each group member issues ideas to understand a concept and complete a task, so that anunderstanding and long learning experience is formed. The syntax of the CIRC model according to Steven(Huda, 2013: 222) is as follows:
The first phase, namely orientation. In this phase the teacher makes apperception and students' initial knowledge about the material to be provided. Besides that, it also explained the learning objectives that would be done to students. The second phase, the teacher organization divides students into several groups by paying attention to academic heterogeneity. Distribute reading material about the material to be discussed with students. Besides explaining the mechanism of group discussion and tasks that must be completed during the learning process. The third phase, namely the introduction of concepts. By introducing a new concept that refers to the findings during exploration. This introduction can be obtained from teacher's information, textbooks, films, clippings, posters or other media. The fourth phase, namely publication. Learners communicate their findings, prove, demonstrate the material discussed both in groups and in front of the class. The fifth phase, namely the phase of reinforcement and reflection. In this phase the teacher provides reinforcement related to the material learned through explanations or provides real examples in everyday life. Furthermore, students are given the opportunity to reflect on and evaluate the results of their learning.
Higher Order Thinking Skills (HOTS) will develop if individuals face unknown problems, challenging questions or face uncertainty. According to Lewis and Smith (1993: 23) high-level thinking will occur if someone has information stored in memory and obtains newinformation, then connects and collects and develops the information to achieve a goal or obtain answers or solutions to a confusing situation.
Student activities in HOTS learning are as follows: First, active in thinking. HOTS-based learning mustmake all students active in thinking. The role of the teacher is not so dominant in the learning process, but rather acts as a facilitator to make it easier for students to think. Therefore, teachers must prepare assignments that can make students think creatively, critically, and solve problems. Second, formulate the problem. Learning that makes students have to formulate problems is HOTS based learning.
Silver and Cai (1996: 87) argue that the submission of problems and problem solving can be used toidentify individual creativity. Third, examine complex problems. The problems studied in HOTS-based learning are problems that cannot be solved simply by remembering or implementing a strategy that is commonly known. Fourth, divergent thinking and developing ideas. Development of creativity really requires the ability to think divergent. Training students to think divergent will develop their ability to propose several different ideas. Fifth, find information from various sources. Learning by assigning students to find information from various sources can be done in class or outside the classroom through assignments. Students should be trained to make questions that will be sought information or solutions from a variety of different sources. Sixth, think critically and solve problems creatively. Learning activities by training students to think critically will be useful for students evaluating new ideas, choosing the best and making thenecessary modifications. So, HOTS-based learning must provide opportunities for students to get used tothinking critically in dealing with a problem or when receiving information. Seventh, analytic thinking, evaluative and making decisions. Learning activities making decisions can be characterized when students are asked to choose a way among several available alternatives.
The development of Social Studies in Indonesia draws on ideas from opinions developed in the United States. The objectives, materials and affirmations are developed in accordance with the national goals and aspirations of the Indonesian people. This is based on the reality, symptoms and social problems which are the study of social studies that are not the same as other countries. Each country has different social studies development and models.
According to Somantri (2010: 95), Social Studies is a study of various disciplines that are not only social science but also other sciences relating to human life. The things studied are themes related to human life. The theme studied is the phenomena that occur in society both past, present and future. The main purpose of social studies learning is to train students to become citizens who are able to make democratic and rational decisions that can be accepted by all groups in society. Another opinion expressed by Richard E. Gross, et al (1978: 3), that social studies is the basis of social education, in preparing the functions of citizens with the provision of knowledge, skills and attitudes that allow each of these citizens to grow personally between the one with each other well.
Based on the above opinion, it can be concluded, first, that social studies are lessons relating to thelives of individuals both as citizens and communities. Individuals expected in social studies are individuals who interact with one another. Expected interactions are interactions that can build a better life. Because sociologically and politically, if the individual has a good one it automatically shows up as a good citizen. Individual interactions are not only fellow human beings, but interactions are also carried out with the environment, both social and natural. Second, Social Studies demands knowledge, skills and attitudes. To bea good citizen, Social Studies provides the knowledge that usually emphasizes cognitive aspects. For example, knowledge about what causes urbanization, what causes COVID-19 and so on. More skills and attitudes demand what students can show in the form of performance. Skills in social studies have broader meanings which are usually called social skills.
RESEARCH DESIGN
The research design used in this study is Non-Equivalent Control Group Design. The samples to bestudied are 2 (two) classes, namely classes VIII-1 and VIII- 4 taken using the Purposive Sampling Technique. The research data collection uses test and non-test instruments (questionnaires).
RESEARCH RESULTS AND DISCUSSION
The results showed that, overall, the HOTS ability of students in cooperative learning Type CIRC scores scored 1664 with a percentage of 81.8% which showed a good category. This shows that by usingcooperative teaching the type of Cooperative Integrated Reading and Composition (CIRC) model of thinking ability of high-level students is considered good. From this analysis, the dimension that has the highest percentage iscommunication, which is 81.8% while the dimension that has the lowest percentage is critical thinking and problem solving by 80.5% but both dimensions are still classified in the good category.
Overall, the HOTS ability of students in cooperative learning type CIRC communication dimension has a score of 419 with a percentage of 81.8%. On the communication dimension of the statement about: 'That I can understand the information from the teacher', has the largest percentage, while the lowestpercentage is about "Communication between the parts in each class is well established". This shows that there are still students who feel communication between students in each class is not well established.
The results of the collaboration dimension study have a score of 518 with a percentage of 80.9%. On the collaboration dimension the statement about: ‘’ Collaborating between teacher and student is both rolesand responsibilities’’, has the largest percentage, while the lowest percentage is about: ‘’ Responses from friends with differing opinions are a challenge’’. This shows that there are still students who feel a different response from friends is not a challenge.
The dimensions of critical thinking and problem solving have a score of 515 with a percentage of80.5%. On the dimension of critical thinking and problem solving the statement about: "In my opinion that in HOTS-based learning in social studies really tests the ability to be able to think critically", has the largest percentage, while the lowest percentage regarding: "I have a conclusion by looking at a textbook. IPS material is very boring ''. This shows that there are students who feel that by looking at IPS packages the material is not boring.
While the dimensions of creativity and innovation have a score of 828 with a percentage of 82.8%. On the dimension of creativity and innovation the statement regarding: "New ideas in social studies learning is very important to add insight in the development of the era of the Industrial Revolution 4.0", has the largest percentage, while the lowest percentage regarding: "Teachers always give statements relating to phenomena or events that are rife ''. This shows that there are still students who feel teachers rarely give statements related to the phenomenon that is rife.
According to Lewis and Smith (1993: 23) high-level thinking will occur if someone has information stored in memory and obtains new information, then connects and collects / develops the information to achieve a goal or obtain answers or solutions to a confusing situation. Cooperative Integrated Reading and Composition (CIRC) is one of the cooperative learning models that was originally an integrated cooperative learning in reading and writing (Slavin, 2010: 203), which is a comprehensive or comprehensive and comprehensive program for learning to read writing funds.
Based on the results of the analysis that has been done, the results of the study show that the initialpretest value of the ability of Higher Order Thinking Skills (HOTS) in the control class obtained an average value of 50.82 while the experimental class obtained an average of 49.61. The two values indicate that the difference does not differ greatly. This indicates that both the control class and the experimental class have the same initial ability in terms of the ability of Higher Order Thinking Skills (HOTS). Based on the calculation results show the posttest value of the ability of Higher Order Thinking Skills (HOTS) in the control class an average value of 70.2 while the experimental class obtained an average of 85.14. Thus, the ability of Higher Order Thinking Skills (HOTS) experienced positive changes after applying the Cooperative Integrated Reading Composition (CIRC) model. From the results of data analysis shows that the results obtained through the application of the Cooperative Integrated Reading and Composition (CIRC) model are going well.
Based on the calculation of the average value of n-gain which shows that the control class n-gain value of 0.39, which means an increase in the ability of Higher Order Thinking Skills (HOTS) with conventional learning models is categorized as moderate / sufficient, while the mean value of n-gain indicates that the class experiment of 0.71 which means an increase in the ability of Higher Order Thinking Skills (HOTS) with the Cooperative Integrated Reading and Composition (CIRC) model is categorized high. This shows that the Cooperative Integrated Reading and Composition (CIRC) model provides a higher increase than conventional learning models.
Hypothesis testing results using independent samples t-Test obtained Sig.2- tailed value of 0,000 so that H0 is rejected, which means there are differences in the ability of Higher Order Thinking Skills (HOTS)students with the Cooperative Integrated Reading and Composition (CIRC) model of the Higher Order Thinking Skills ability (HOTS) students. This shows that the use of the CIRC teaching model is effectively applied in the learning process implemented to improve the ability of HOTS at SMPN 15 Bandung. This isbecause CIRC can improve student performance in academictasks, excelling in helping students grow critical thinking skills. This is in accordance with the opinion of Mudawati (2008: 72), that the cooperative learning model of CIRC actively involves interpersonal intelligence, teaches students to work well with others, encourages collaboration, compromises anddeliberates on reaching agreements and prepares them to enter the world personal relationship.
CONCLUSION
Based on some of the explanations above, the following conclusions can be concluded:
1. Social studies learning at SMPN 15 Bandung is considered to have run well, where the CIRC teaching modelof students has a high response to learning methods with a percentage score of 83.6%. This is becauseCooperative Integrated Reading and Composition can improve student performance in academic tasks,excel in helping students foster critical thinking skills.
2. The initial pretest value of the Higher Order Thinking Skills (HOTS) in the control class obtained an averagevalue of 50.82 while the experimental class obtained an average of 49.61. The two values indicate that thedifference does not differ greatly. This indicates that both the control class and the experimental class havethe same initial ability in Higher Order Thinking Skills (HOTS). While the posttest score of the ability ofHigher Order Thinking Skills (HOTS) students in the control class obtained an average value of 70.2, while in the experimental class obtained an average of 85.14. Thus, the ability of Higher Order Thinking Skills (HOTS) experienced positive changes after applying the Cooperative Integrated Reading and Composition (CIRC) model. The results of the calculation of the average value of n-gain which shows that the control class n-gain value of 0.39, which means that the increase in HOTS with conventional learning models is categorized as moderate / sufficient, while the average value of n-gain indicates that the experimental class is 0 , 71 which meansthat the increase in HOTS with the CIRC model is categorized high. This shows that the CIRC model provides a higher increase / influence than conventional learning models.
3. Based on data analysis with independent sample t-test values obtained Sig. (2- tailed) of 0,000, then H0, sothat there are differences in the ability of Higher Order Thinking Skills (HOTS) students who learn withCooperative Integrated Reading and Composition (CIRC) models with conventional classes, which means that there is an influence of the application of the CIRC model on students' HOTS.
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