THE EFFECT OF LEARNING MODELS AND LEARNING INDEPENDENCE ON HIGHER-ORDER THINKING SKILLS IN IPA LEARNING

Fajar Yumanhadi Aripin, Ucu Cahyana and Muchlas Suseno Departement of Basic Education Universitas Negeri Jakarta. ...................................................................................................................... Manuscript Info Abstract ......................... ........................................................................ Manuscript History Received: 18 March 2020 Final Accepted: 20 April 2020 Published: May 2020 This study aims to look for the effect of learning models and learning independence on higher order thinking skills in science learning of elementary school students. This research was conducted in class IV SDN Gandaria 3 Tangerang. The study design used an experimental method with treatment by level 2 x 2. Data analysis used 2-way variant analysis (ANOVA). The results of this study are (1) there are differences in high-level thinking skills of students who learn to use the 7E Learning Cycle Model with the Problem Based Learning Model. (2) There is an interaction between Learning Model and Learning Independence on the high level thinking skills of elementary school students. (3) high level thinking skills of students who have high Learning Independence using the Learning Cycle Model 7E higher than students who have high critical thinking skills who use Problem Based Learning Models. (4) high level thinking skills of students who have low Learning Independence who using the 7E Learning Cycle Model media is lower than students who have low critical thinking skills who use the Problem Based Learning Model.

This study aims to look for the effect of learning models and learning independence on higher order thinking skills in science learning of elementary school students. This research was conducted in class IV SDN Gandaria 3 Tangerang. The study design used an experimental method with treatment by level 2 x 2. Data analysis used 2-way variant analysis (ANOVA). The results of this study are (1) there are differences in high-level thinking skills of students who learn to use the 7E Learning Cycle Model with the Problem Based Learning Model. (2) There is an interaction between Learning Model and Learning Independence on the high level thinking skills of elementary school students. (3) high level thinking skills of students who have high Learning Independence using the Learning Cycle Model 7E higher than students who have high critical thinking skills who use Problem Based Learning Models. (4) high level thinking skills of students who have low Learning Independence who using the 7E Learning Cycle Model media is lower than students who have low critical thinking skills who use the Problem Based Learning Model.
Higher-order thinking skills are usually associated with Bloom's taxonomy [2]. Bloom's taxonomy is the basis for higher-order thinking. This thinking is based that some types of learning require more cognitive processes than others, but have more general benefits. These skills cover six levels with dimensional knowledge and cognitive processes namely remember, understand, apply, analyze, evaluate, and create [3]. This skill is one that is needed to face the current era of globalization which is full of competition. because in addition to the results of science and technology that can be enjoyed, apparently there are also some problems for humans and the environment [4]. In higher-order thinking use thinking widely to find new challenges. high-level thinking requires a person to apply new information or knowledge that he has acquired and manipulated information to reach possible answers in new situations [5].
1035 Data released by the OECD (The Organization for Economic Co-operation and Development) from the 2015 PISA (Program for International Students Assessment) ranks Indonesia at the bottom of 9th or 64th out of 72 countries in the world. above Brazil and below Jordan with the acquisition of science scores 403, reading 397, and Mathematics 386. Indonesia is still below the average of 500 from the value set by PISA Indonesia only reaches the Low International Bencmark (https://www.oecd.org/pisa /). Other international studies besides PISA are Trends in International Mathematics and Science Study or TIMSS Indonesia is ranked 45th out of 48 Countries with a value of 397 points still below the average of 500 from the value set by TIMSS. Indonesia only reached Low International Bencmark [6].
The ability to think that is still low does not match the needs of modern society, that is one of them requires the ability to think at a higher level [7]. Whereas 21st Century Learning places greater emphasis on students' ability to do Higher Level Thinking Skills (HOTS) [8].
Some research results are based on low-level thinking skills that result in the learning process and researchers try to apply several learning methods or models including project-based learning contribute to improving problem solving and higher-order thinking skills of graduates of the Civil Engineering program from Aveiro University [9] HOTS Assessment Development with guided inquiry method which is expected to make students able to process, reason, and serve, act effectively and creatively [10] and the application of PBL models can improve higher order thinking skills in students [11].
Paying close attention to these problems To improve higher order thinking skills (HOTS) is not only centered on students, but also influenced by teacher strategies [12]. So students can succeed in the ability to think at a high level (HOTS) in science learning, it requires process skills, it must be brave to change the learning paradigm from teacher-centered learning to student-centered. Through the improvement of the student-centered learning process by applying innovative and varied learning models so that students become self-learning and in accordance with the conditions of the school so that students are expected to be able to improve their high-level thinking skills (HOTS).
A very important aspect exists in students as subjects in the learning process that is the independence of student learning to achieve a success in learning. Independent learning is an individual's ability and motivation, monitors and controls emotions, thoughts, and actions to achieve one's goals [13]. for that independence learning becomes very important possessed by students because independent students in learning will bring changes in students' learning attitudes and thinking skills [14], for that independence learning becomes very important owned by students because students who are independent in learning will bring changes in learning attitudes and students' thinking skills.
Learning is always directed by students to become independent in learning, and to become independent students learn to be independent so that learning independence is achieved. Learning independence is one of the most important competencies for lifelong learning [15]. Learning independence is also important for successful mediation in different learning contexts The term 'independent' is important for successful mediation in different learning contexts [16]. Independent learning is also characterized as a process of self-directive and self-confidence that allows students to change their abilities for academic performance skills [17].
Students who have independence in learning are able to analyze complex problems, are able to work individually or cooperate in a group, dare to express ideas of argumentation, defend their position and are able to criticize the ideas of others constructively. Meanwhile students who do not have independence in learning will experience difficulties in learning, do not have the drive to perform as well as possible so that the goals of learning cannot be achieved properly. Based on this student learning outcomes are different between one student and other students, especially in the ability to write a description allegedly because it has to do with student learning independence that is still low [18]. In particular, the perspective of Independence learning takes a much more inclusive perspective on student learning not only including cognitive, but also motivational and affective factors, as well as social contextual factors [19].
Some of the student-centered learning models that exist today so that students learn independently and the teacher is only a facilitator can improve students 'high-level thinking skills, one of which is seen as an alternative to be able to improve students' high-level thinking skills, especially in science learning is by using inductive learning. Eggen and Kauchak argue that the inductive learning model is a direct strategy to develop higher-order thinking skills [20], 1036 which are included in the Type of Inductive learning model, namely the Learning Cycle Model and the Problem Based Learning Model. The Learning Cycle model is one of the approaches advocated by science education reformers and is often used by science educators [21]. The learning cycle learning model has been seen as an effective learning model since the 1970s [22]. The learning cycle when applied will improve scientific achievement (including concept recall) and improve scientific attitudes and processes and positively influence science understanding [23] because this model is based on constructivism. The constructivist approach to education is focused on presenting new information to students, in the context of their prior knowledge will be able to increase students' understanding of concepts and thinking skills through activities and reflection [24].
Stages The learning cycle provides a structure and cognitive framework to involve students in activities that mimic the scientific approach to solving problems [25] because the learning cycle model is designed by active students or learning centered on students (Student Centered) where this model is meaningfully exploring , deepening understanding, and then applying scientific concepts to new situations. This Learning Cycle Model consists of several phases of activities (phases) namely 3E, 5E, and 7E which are then modified into the 8E Learning Cycle Model [26]. Learning Cycle 7E phase is a learning cycle model that actively involves students through 7 phases in learning, namely Electricity, Engange, Explore, Explain, Elaborate, Evaluate, and Extend [27]. Learning method Learning Cycle 7E is one of the learning models that provides opportunities for students to optimize ways of learning and develop students' reasoning power.
In its application, the LC 7E model has advantages and disadvantages. The advantages of this model according to Fajaroh and Dasna are 1. Increasing learning motivation because students are actively involved in the learning process. 2. Help develop the scientific attitude of students. 3. Learning becomes more meaningful. Meanwhile, according to Soebagio weaknesses that must be anticipated are estimated as follows: 1. The effectiveness of learning is low if the teacher lacks mastery of the material and learning steps. 2. Demand the seriousness and creativity of teachers in designing and implementing the learning process. 3. Requires more planned and organized classroom management. 4. Requires more time and energy in preparing plans and implementing learning [28].
One of the more widely known Inductive learning models that is appropriate for this learning and can be applied to science learning in elementary schools is Problem Based Learning. The Problem Based Learning model was introduced in the late 1960s by McMaster University Medical School in Canada, as a teaching and learning approach, and included in the literature. In the 1970s, it was applied in several medical schools [29]. Problem Based Learning has become one of the learning models that might facilitate HOTS students [30], because Problem Based Learning is a model for constructivist learning in education. According to constructivist learning theory students seek their own knowledge and to obtain essential knowledge and concepts from subject matter [31]. Through this learning model students are more active, creative and the learning process is not boring so learning is more meaningful.
Problem Based Learning is one of the innovative learning models that can provide active learning conditions for students. Involving students to solve problems through stages of the scientific method so students can learn knowledge related to problems and have skills to solve problems [32]. Whereas According to Boud and Feletti Problem Based Larning is a method of developing learning abilities from different sources, comparing information, problem solving skills and self-efficacy [27]. By requiring students to solve problems as the main format of instruction, Problem Based Learning can improve their abilities and skills in applying knowledge, solving problems, practicing high-level thinking, and reflecting their own learning [28]. Studies show that problem-based learning increases some abilities in higher student education building student arguments, and developing creative thinking and problem solving skills [29]. Thus Problem Based Learning can be an alternative as a learning model on Science Materials and can increase higher-order thinking skills.
According to the Arends Stages of the Problem Based Learning Model namely Phase 1: Provide orientation about the problem to students, Phase 2: Organizing students to research, Phase 3: Assisting independent and group investigations, Phase 4: Developing and presenting artifacts and exhibits, Phase 5 : Analysis and evaluation of the process of overcoming the problem [30].
1037 Each model has advantages and disadvantages. The advantages of the PBL model according to include: 1) students are trained to have the ability to solve problems in real situations, 2) have the ability to build their own knowledge through learning activities, 3) learning focuses on problems so that material that is not related does not need to be studied by students . This reduces the burden on students by memorizing or storing information, 4) there is scientific activity in students through group work, 5) students are accustomed to using sources of knowledge, both from the library, the internet, interviews, and observation, 6) students have the ability to assess the progress of their own learning, 7) students have the ability to conduct scientific communication in discussions or presentations of the results of their work, and 8) learning difficulties individually can be overcome through group work in the form of peer teaching (Ceker, E. & Ozdamli, 2016). While, the shortcomings of the PBL model include: 1) problem-based learning (PBM) cannot be applied to every subject matter, there is a part of the teacher playing an active role in presenting the material. more suitable for learning that requires certain abilities related to problem solving, and 2) in a class that has a high level of diversity of students there will be difficulties in the division of tasks. Meanwhile, the shortcomings of the PBL model include: 1) problem-based learning (PBM) cannot be applied to every subject matter, there is a part of the teacher playing an active role in presenting the material. more suitable for learning that requires certain abilities related to problem solving, and 2) in a class that has a high level of diversity of students there will be difficulties in the division of tasks.

Research Method:-
The study was conducted using the experimental method The experimental method. The design used in this study is an experimental method with a 2 x 2 treatment by level design which is the development of the true village experiment design. The population in this study were all students of SDN Gandaria III Kab. Tangerang. In this study the sampling technique used was simple random sampling. Types of instruments Students' higher-order thinking skills using essay questions based on the results of the construction of theories while the Type of Learning Independence test used in this study was a questionnaire using an assessment rubric. This data analysis technique will be analyzed using descriptive statistical analysis and inferential statistics. The Test Requirements Analysis used is the Nominality Test of Liliefors Test, Homogenittas Test Bartlet Test and for the Hypothesis Test the two-way ANAVA test is used.
Testing the validity of the instrument items using the Pearson product moment correlation formula, the processing of data using the Microsoft Excel program. The function of this formula is to determine the validity of each item in the research questionnaire.
The Pearson product moment correlation formula is as follows: From the calculation produces items that are valid and invalid (drop), by comparing r count (r count <rtable), the instrument items are invalid (drop), and are not used in research. Conversely, if r count is greater than or equal to r table (r count ≥ r table), then the item of the instrument is valid and will be used later for data collection research. To find out which research instruments are used reliably or not, this study uses the Cronbach Alpha coefficient formula as follows: Information: r = instrument reliability k = Many valid statement items ∑si2 = Number of item score variances st2 = Variant of total score This data analysis technique is quantitative research. These activities include managing data and presenting data, calculating to describe data, and testing hypotheses using statistical tests.

Results And Analysis:-
Based on calculations that have been carried out manually using ANAVA two-way analysis obtained such. In the following table: This is because the 7E Learning Cycle Model is one of the learning models that provides opportunities for students to optimize ways of learning and develop students' reasoning power. Interactive communication media that make students not bored and bored. This learning model suggests that the learning process can involve students in active 1039 learning activities so that the process of assimilation, accommodation, and organization in the cognitive structure of students is achieved. Learning Cycle 7E is one of them is a learning model that is used to help teachers in learning. The use of the 7E Learning Cycle Model complements the delivery of material provided by the teacher. Teachers can expand the interests of students. While the Problem Based Learning Model is a learning model that seems too broad in its learning process so that it does not focus on the problem so that unrelated material is studied by students.
Thus, it can be concluded that the students' higher order thinking skills learned through the 7E Learning Cycle Model are higher than those learned through the Problem Based Learning Model.

The Effect of Interaction Between Learning Models And Student Learning Independence On Students' highlevel Thinking Skills:
Results of Variant Analysis (ANAVA) in table 4.9, obtained Fcount = 28.34 in Ftable (0.05) = 4.11, then H0 is rejected. Then, there is a very significant interaction effect between the learning model and learning independence on students' high-level thinking skills.
After knowing the interaction between the learning model and the learning independence of students, further testing is needed. further tests used are the Tukey test. With the Tukey test it can be stated that there is an interaction effect between the provision of Learning Models and Learning independence. This can be seen from the image below: Based on a statistical analysis of high-level thinking skills of elementary school students that are mutually influenced by two independent variables in this study, namely, the Learning Model and Learning Independence lead to an interaction effect.
A teacher must have an understanding of the importance of using a variety of Learning Models. This is to make it easier to determine which model is considered appropriate in the delivery of learning material in accordance with the learning objectives and conditions of students, including students' learning independence. Each student has been gifted with independence, independence in learning able to analyze complex problems, able to work individually or cooperate in a group, dare to express ideas of argumentation, defend their position and be able to criticize the ideas of others constructively. 1040 Learning Independence is a very important aspect that exists in students as subjects in the learning process, namely student learning independence to achieve a success in learning. Independent learning is an individual's ability and motivation, monitors and controls emotions, thoughts, and actions to achieve one's goals. In addition, students are also able to develop themselves in making decisions and solving problems. learners who have high learning independence have the ability to find new ways and relate it to knowledge and understanding independently of those who have low learning independence. This is possible because those who have high learning independence are faster in receiving and capturing subject matter. Conversely with those who have low learning independence will have difficulty in the learning process.
Thus it can be concluded that in the provision of learning models must be adjusted or seen adari aspects of learning independence of students that will help in increasing the high level of Thinking Skill of elementary school students. Based on the results of data analysis above, a very important aspect exists in students as subjects in the learning process, namely student learning independence to achieve a success in learning learning independence is the behavior given by students on student independence in learning activities with activities carried out on their own initiative. Independence of learning is measured by indicators 1) not dependent on others. 2) exercise self-control, 3) Have confidence, 4) behave in discipline, 5) have a sense of responsibility, 6) behave based on your own initiative.

High Level Thinking Skills of Elementary School Students Who Have High Learning Independence Given
In learning, with high learning independence tends to be able to feel and observe problems, make guesses, assess and test hypotheses, test them and submit conclusions without the help of others so as to facilitate him in learning the material presented by the teacher. In addition, with high Learning Independence will be more meaningful if given a learning treatment with the Learning Cycle 7E learning model and Problem based Learning. 7E Learning Cycle Model is one of the learning models that provides opportunities for students to optimize learning and develop students' reasoning power, so that it will encourage students to connect the knowledge they get with their daily lives. Differ from the use of the Problem Based Learning Model, students with High critical thinking skills will not focus on learning because of the lack of control at each stage of learning and have difficulty in solving problems.
Thus, it can be concluded that the high-level thinking skills of students who have high learning independence using the 7E Learning Cycle Model are higher than those of students who have high learning independence using the Problem based Learning model.

High-level Thinking Skills of Elementary School Students Who Have Low Learning Independence Given Learning Using the 7E Learning Cycle Model (A1B2) with Problem-based Learning Model (A2B2):
Testing using Tukey's test of differences in high-level thinking skills of students who have low learning independence given learning using the 7E Learning Cycle Model with students who have low learning independence using the Model Problem Based Learning shows that Qcount = 2.25 and Qtable = 2.042, then H0 rejected, meaning that there is a significant difference in high-level thinking skills in the 7E Learning Cycle Model with the Problem Based Learning Model in groups of students who have low learning Independence or A1B2 <A2B2 because XA1B2 = 20.8 and XA2B2 = 22.3.
Based on the above data analysis results In learning, students' low learning independence has the characteristics of being unable to optimize existing knowledge and understanding as a whole. All information received will be partially digested and even just missed. In learning, those who have low learning independence will have difficulty sensing / observing problems, making guesses, assessing and testing hypotheses, testing them and delivering conclusions. Through the assistance of the teacher, with low learning independence will be trained to develop their abilities through the Model of Problem Based Learning active learning strategies which in practice require students 1041 to be actively involved during the teaching and learning process reducing the burden of interpreting and creating meaning from learning stimuli. The number of variables contained in the complex material will affect how to describe the meaning of learning. Eventually learning will be focused and directed so that productive and effective learning processes and outcomes are achieved. Meanwhile, students who have low learning independence who use the 7E Learning Cycle Model will have difficulty learning independently in the learning process. This is because of the 7E Learning Cycle Model. each of the stages is continually guided so students are not independent in the learning process. For students who have low learning independence it will be difficult to decipher the number of variables found in complex media. students with low learning independence have the characteristic of being unable to optimize existing knowledge and understanding as a whole. All information received will be partially digested and even just missed.
Thus, it can be concluded that students' high-level thinking skills that are treated with the media of the 7E Learning Cycle Model who have low learning Independence are lower than those using the Problem Based Learning Model which has low Learning Independence.

Conclusion:-
Based on the results of the analysis and discussion described in this study, the following findings can be obtained: First, differences in high-level Thinking Skills between children who take learning using the 7E Learning Cycle Model and children who take learning using Problem Based Learning Models. Empirical evidence through this study shows that the high-level Thinking Skills score of elementary school students on learners who use the 7E Learning Cycle Model is higher than that of learners who learn to use the Problem Based Learning Model media. Thus efforts to improve the high-level Thinking Skills of elementary school students by paying attention to the learner's independence of learning, can be pursued by using the 7E Learning Cycle Model as a science learning process in primary schools.
Second, the effect of the interaction between the Learning Model and Learning Independence on higher-order Thinking Skills. Based on a statistical analysis of high-level thinking skills in elementary school students that are influenced by two independent variables in this study, namely, Learning Model and Learning independence cause the effect of interaction.
Third, improvement of high-level thinking skills of elementary school students who have high learning independence through the 7E Learning Cycle Model. Empirical evidence through this research shows that for students who have high learning independence, high-level thinking skills of students who learn to use the Learning Cycle 7E Model integrated into science learning in elementary schools are proven to be higher than students who learn to use the Problem Based Learning Model . Thus efforts to improve the high-level thinking skills of elementary school students by taking into account the learner's independence of learning, can be pursued by using the 7E Learning Cycle Model as a learning process that is integrated in the science learning process in primary schools.
Fourth, improvement of high-level thinking skills of elementary school students who have low learning independence through the Problem Based Learning Model. Empirical evidence through this research shows that for elementary school students who have low learning independence, to the high-level thinking skills of students who learn to use the Problem Based Learning Model integrated into science learning in primary schools is proven to be higher than students who learn with the Model Larning Cycle 7E. Thus the effort to improve the high-level thinking skills of elementary school students by taking into account the low independence of learners can be achieved by using the Problem Based Learning Model as a learning process that is integrated in the learning process of Natural Sciences in elementary schools.