The Effectiveness of Quantum Learning and SSCS Learnings Models in Improving High-Order Thingking Skills with Portofolio Assignment
- August 16, 2020
- Posted by: RSIS
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue VII, July 2020 | ISSN 2454–6186
Rini Danuwanti, Sudjarwo, Pargito
Master of Social Education, FKIP Universitas Lampung, Indonesia
Abstract: The purpose of this study is determine the significant difference between high order thinking skills in which learning uses the Quantum Learning model and the SSCS learning model, determine the significant differences in high-order thinking skills given portofolio assignments, and determine the interaction between learning models with portfolio assignments. The research method used is Quasi Experiment with factorial design patterns. The research sample is taken with Cluster Random Sampling. The data is collected through a higher-order thinking skills. The results showed is there was an significant difference in the high-order thinking skills using Quantum Learning and SSCS learning models, there was significant difference in the high-order thinking skills given the assignment of portfolio, there was an interaction between learning models with portfolio assignments.
Key words: Quantum Learning, SSCS Learning, High-Order Thingking Skills, Portofolio Assignment
I. INTRODUCTION
The government in order to anticipate improving the quality of learning tries to roll out the Teacher and Lecturer Law No. 14 of 2005 in which states that to guarantee the expansion and equitable access, quality improvement and relevance as well as good governance and educational accountability that are able to face challenges according with demands for changes in local, national and global life, it is necessary to empower and improve the quality of teachers and lecturers in a planned, directed, and continuous manner. Teachers as change bearers for improvement in the classroom must continue to build student’s learning habits, including: learning to know, learning to do, learning to be something and learning to work together. With these various learning approaches, students are expected to be able to surf in clutter, dive in clutter, get feedback to do consolidation aimed at being able to be proactive and able to take emergency decisions in order to anticipate and overcome various complex events and turbulence in the future adaptively and generative (Suhana, 2014: 3)
