The Application of Carousel Feedback and Round Table Cooperative Learning Models to Improve Student ’ s Higher Order Thinking Skills ( HOTS ) and Social Studies Learning Outcomes

This Classroom Action Research aims to improve students’ HOTS (High Order Thinking Skills) and Social Studies learning outcomes through the application of Carousel Feedback and Round Table cooperative learning methods. This study was based on a model proposed by Elliott and was implemented for three cycles. The subjects were 30 female students of the eight graders of Junior High School Islam Terpadu Darul Azhar, South East Aceh, Aceh, Indonesia. The data collection instruments include observation, test, interview, and documentation. The data were obtained from pre and post-test of each cycle. The findings revealed that Carousel Feedback and Round Table cooperative learning models could increase students’ HOTS and Social Studies learning outcomes. The habit of giving time to the students to think, providing scaffolding, observing students’ activity, asking questions, discussing in groups, analyzing the results and providing feedback are the examples of activities that should be familiarized.


Introduction
The Learning of the 21 st Century puts greater emphasis on students' ability to perform Higher Order Thinking Skills (HOTS) (Shukla & Dungsungnoen, 2016;Saido et al., 2015;Heong et al., 2012).HOTS can be achieved when students are able to understand and integrate knowledge with their experience (Anderson & Krathwohl, 2015).The effort in improving the ability to perform HOTS is not merely centered on students, but it is also influenced by teacher's strategy (Zerihun et al., 2012;Noor, 2009;Sunal & Haas, 2005;Zohar, 2004).Teacher's strategies are very helpful to connect the students' thinking skills when learning in the classroom (Noor, 2009).For that, learning must be really well designed to be meaningful and in line with the goals, in accordance with what students need to prepare for their future.
Based on the results of observations and tests by giving a test on HOTS to the eight grade students, it was found some problems as follow: (1) group discussion has not been active in stimulating students to explore problems and give ideas as it seems that students need a long time in observing activities and giving answers, students are not accustomed to facing problems that require analysis, assessment and ideas, (2) student's score in HOTS are still categorized as low and it affects their learning outcomes, (3) students are not confident to express their opinions when were asked by teachers, and (4) during the teaching process the teacher rarely links the learning materials with objects or events that exist in the surrounding environment.Identify the above problems into the study material that learning is not only limited to convey information and knowledge from the teacher to the students, but to do activities that enable students to think, develop their knowledge and ideas.
Once the problem is identified, then a review is done to gather further information about the problem that has been found.Based on the results of reflection and interviews with social studies teachers in the class there found several things underlying the cause namely: firstly, the teaching and learning process done by teachers tends to spoon feed the students that is by directly providing knowledge to students.This is in line with the findings of Shukla and Dungsungnoen (2016), Saido et al. (2015), Nuh (2015), Noor (2009) stating that habit affects the knowledge, thinking skills, and learning outcomes received by students.Secondly, there is a lack of contextual learning, as the source of information only relies on teacher's books and student books without relating it to the present condition and the environment.Thirdly, in teacher group discussions less trigger students' ability to have the ability in analyzing, evaluating, creating through the habituation of student activities such as collecting, processing, presenting, and concluding (Saido et al., 2015;Nuh, 2015;Askell-Williams & Lawson, 2005).The knowledge received by students actually depends on what is taught by the teacher (Arends, 2013;Noor, 2009;Sunal & Haas, 2005).When teacher merely conveys knowledge, then the learning objectives achieved in general is making the students to have the basic ability to think logically and critically.Accordingly, for higher thinking skills through developing hypothesis, inducing curiosity, inquiry, problem solving, and social life skills will be difficult to achieve.
The finding on the previously mentioned problem identification is in line with the results of the analysis of the ability of science content and cognitive domain conducted by the Research and Development Board of the Ministry of National Education in 2010 which revealed the estimated average ability of Indonesian students of the 8 th grade junior high school based on the study TIMSS 2007.Then it was revealed that the highest score is only on the skill of knowing while the reasoning and applying skills are lower (Kemdiknas, 2010).This analysis indicates that in general students in Indonesia are only capable of manifesting their skills in the form of memories of the knowledge that students obtained at school.On the other hands, the skills like reasoning and applying have not been able to be understood by students.Therefore, instructional design should be changed from teaching to learn to remember -to teaching to learn to think (Noor, 2009).Poor understanding of students in solving problems involving the skills of HOTS with cognitive domain of analyzing, evaluating and being creative affects students' learning outcomes.HOTS should have been an early habituation activity in the learning process at school.
The above facts become the basis of research on the need for appropriate learning strategies to improve students' thinking skills and learning outcomes.Students' thinking skills can be seen when students are able to question a problem, reflect, rate, give their perspective on something, and apply the new information it receives.One solution to overcome these problems is by using Carousel Feedback and Round Table cooperative learning models.The model was developed by Kagan and Kagan in his book entitled "Kagan Cooperative Learning".S. Kagan and M. Kagan (2009) states that cooperative learning can improve thinking skills, but it is also able to enhance the activity, social skills, team building in group work, communication skills, and build knowledge.The implementation of cooperative learning model selected aims to improve students' HOTS and students' learning outcomes.

Carousel Feedback Cooperative Learning Model
Carousel Feedback Cooperative learning model is one of the models developed by Kagan and Kagan (2009).This lesson provides an opportunity for students to work in groups to discuss and understand issues, problems, and concepts to remember facts, beliefs, information, and/or agreements.During this process, the students work together to produce a response to the question posed by the teacher and reflect responses generated by fellow students.This learning enables the students to practice the skills of evaluating, observing, and discussing a variety of tasks, demonstrating their efforts, and evaluating the work of others and expressing opinions through the feedback sheet (S.Kagan &M.Kagan, 2009;Martha, 2015).S. Kagan and M. Kagan (2009) outlines the steps of Carousel Feedback cooperative learning model as follow: (a) The students are divided into groups of 4-5 of heterogeneous people, (b) the group is asked to discuss the task procures and write down the answers on the worksheets provided, (c) each group rotate or move clockwise and occupy the following group, (d) one student in a group read the notes on the answers, the group project then provide feedback within the specified time, (e) the teacher communicates in order that the group moves to the next group, (f) the group move, discuss, and give feedback on the next group to go back to the same place, (g) the group review the feedback they receive from the other groups.This model can be one of the learning strategies that provide opportunities for students to work in teams, explore ideas by asking / expressing ideas and providing feedback (Effendi, et al., 2016).The steps on the implementation of Round Table cooperative learning model are as follow: (a) it begins from the formation of heterogeneous group, (b) the teacher first gives problems/assignments that have the possibility of a variety of answers, (c) the teachers gives some time for students to think, (d) the teacher asks the students to write the answers on a sheet of paper that has been provided in turns clockwise, and (e) students in the group should reach a mutual agreement before an answer is written on paper (Kusumaningtyas, 2015;Malikah, 2015;Masrofik, 2013;S. Kagan & M. Kagan, 2009).

HOTS and Learning Outcomes
HOTS mentioned in this study are based on the Bloom's Taxonomy revised.HOTS is an activity that involves cognitive level of high hierarchy on thinking taxonomy proposed by Bloom which include the skills of analyzing, evaluating, and creating (Anderson & Krathwohl, 2015;Shukla & Dungsungnoen, 2016).The activities on HOTS help skilled students to seek knowledge using both inductive and deductive reasoning to think of an answer or identify and explore new scientific examination of facts that exist (Thitima & Sumalee, 2012).The implementation of the activity of thinking is how the teachers design learning activities that allow students to be able to explore the capacity to think so that they can exercise students' cognitive, affective, and psychomotor skills then they can implement it in real life.Kuswana (2013) stated that students received new knowledge will be compared to their existing one, and then it is corrected, supplemented, adjusted, and combined.The process of learning to develop students' thinking skills will be able to improve their HOTS (Thitima & Sumalee, 2012).In its application, HOTS requires repeated thinking activity (Shukla & Dungsungnoen, 2016).
Learning outcomes are the abilities of the students after receiving their learning experience (Sudjana, 2011).While Hamalik ( 2008) stated that the results of learning are behavioural changes in a person, who at first does not know things and it changes into know things, does not understand into understand.In the Revised version of Bloom's Taxonomy, learning outcomes can be classified into three aspects, namely cognitive, affective and psychomotor domains.In this study, the learning outcomes of social studies that wants to be achieved is at this stage of the C4-C6 cognitive domain which were measured using an essay test instrument.When the teacher is able to provide learning activities that stimulate students to think critically (HOTS), it will improve learning outcomes.

Method
This classroom action research used Elliott model which covers the following cycle stages: (a) the identification of problems that occur in the classroom, (b) review, (c) general planning, (d) implementation of action, (e) observation, and (f) reflection.Prior to the implementation of the measures, the researcher conducted a re-identification of the problem and as a preliminary study on the student's skills in solving tests related to HOTS and students' learning outcomes for the eighth grade students.Furthermore, the researcher conducted an interview with social studies teachers in the classroom regarding the general plan of research activities.At the time the action starts from general planning cycle.
Prior to the application of learning, the researcher conducted (a) designing a learning device for one subject.Each action step consists of five meetings, including test cycles, (b) designing instruments of observation to determine the enforce ability of learning undertaken by teachers and students, (c) designing a test instrument to determine HOTS and student learning outcomes.Learning devices are considered valid and fit for use if it reaches above 70.00%.
The subjects were the eighth grade students as many as 30 female students from Junior High School Islam Terpadu Darul Azhar, South East Aceh, Aceh, Indonesia.As mandated by Rule of Shariah prevailed in this province, there were separation between male and female students, and they were placed in separated classrooms.Accordingly, researcher was not able to take subjects randomly.In this research, heterogeneity of the groups was based on the results of students' cognitive abilities.Data were collected by using observation, test, interview, and documentation.In this classroom action research, results of the implementation of teacher and students activities can be categorized into good if its accumulative point reaches above 70.Likewise, individual learning outcomes and results of classical study can also be categorized into good and comprehensive if its accumulative point reaches above 70.The stages of research are based on Elliott (2001) and exhibited in Figure 1. Figure 1.The steps of modified classroom action research cycle (Elliott, 2001) The scoring guideline of HOTS is based on operational verbs of Bloom's Taxonomy (Anderson & Krathwohl, 2015) as described on Table 1.HOTS is said to be successful individually if someone gets the score above 7.50 or in moderate category.While classically, it is said to be successful if the percentage of students who achieve above 7.50 reach 70.00% from the total number of students.

The Implementation of Carousel Feedback and Round Table
Having completed the general planning and declared valid, the researcher then implemented classroom action research starting from the action cycle 1.Each cycle consists of five meetings.Meeting 1 and meeting 3 by applying Carousel Feedback while meeting 2 and meeting 4 implementing Round Table cooperative learning models, and meeting 5 is for taking test.The teaching and learning process is started by firstly the teacher builds student ideas through asking questions and raising problems contained in students' worksheet.Students in the group discuss questions or problems posed by the teacher cooperatively.Then it is proceeded with the implementation of cooperative learning steps Carousel Feedback and Round Table and it was end up with conclusion.During the implementation of the study, the researcher and the teachers were observed by two observers.They were Mr. Zulfikri (social studies teacher from the same school where research was conducted) and Mr. Januar Musa (social studies teacher from another school -Public Junior High School 3 Kutacane, Aceh) to know the achievement of success and the improvement of learning outcomes through the implementation this research.
The results showed that students' learning achievement has improved from cycle 1 to cycle 2, and from cycle 2 to cycle 3.Table 3 shows the learning achievement.Source: Data Analyzed (2017).
Based on the results as mentioned in Table 3, the implementation of learning activities in cycle 1 by teachers and students has reached above 70.00 points, and accordingly it be categorized into good.In cycle 2 and cycle 3, the points have increased compared to previous cycle.From interview with several students, it can be concluded that students feel challenged and very happy to accomplish this learning activities although at first, some of them feel confused.The improvement of learning achievement is exposed in Figure 2.
In stimulate students to reveal that there are no wrong answers, so that students believe in themselves or on the answer that they wrote, and (c) explore the question to the student through group discussions (Askell-Williams & Lawson, 2005) and gives the example of stimulus (Zohar, 2004).

The Implementation of Carousel Feedback and Round Table for Improving HOTS
Increasing students' HOTS will ultimately put the students at ease when they have to remember, understand, and apply what they have obtained during the learning process (Anderson & Krathwohl, 2015).Increasing HOTS can be done by asking questions, group discussion, peer tutoring, and cooperative learning (Karabulut, 2012;King et al., 2011;Askell-Williams & Lawson, 2005;Kauchak & Eggen, 1998).Increasing HOTS using Carousel Feedback cooperative learning model can be initiated by familiarizing the students with the activity of observing, discussing, rotating teams, analyzing the work of other groups and providing feedback.Increasing HOTS on Round Table cooperative learning model can be found in the activity of thinking to understand the problem and writing down ideas/ideas on a sheet of discussion.The habituation of thinking activities is done by giving the application of these students' worksheet problem on students' worksheet (Student Activity Sheet).Table 4 below shows students HOTS in each cycle.Source: Data Analyzed (2017).
HOTS is said to be successful if it obtains a minimum score and in a moderate category.Classically it is said to be successful if it reaches the percentage above 70%.From Table 4, it can be concluded that Carousel Feedback and Round Table cooperative learning models was proclaimed to be successful if it was able to increase the score of HOTS in each cycle.The grand mean of HOTS score in cycle 1 reached 6.25 point categorized into sufficient or average, in cycle 2 has reached 8.50 point, and it was categorized into above average.In cycle 3, it has increased into 10.03 point categorized into high.There was an increasing points of grand mean from cycle 1 to cycle 2, and from cycle 2 to cycle 3.
Table 4 shows the analysis of each HOTS indicators.The creating indicator of cognitive domain was still lower compared to analyzing and evaluating indicators.In this case, students still tend to have difficulty in providing answers from a new angle or from different perspectives.Overall, there were increasing point of Means Score from cycle 1 up to cycle 3 is exhibited in Figure 3.
From the a series of a and their l be done comparing repeatedly real enviro can be ac scaffolding Carousel integrating

The Im
Learning o things, the (Hamalik, the end of questions which con creating (C Table Cooperative Learning Model S. Kagan and M. Kagan (2009) stated that Round Table cooperative learning model functions as teambuilding, social skills, communication skills, knowledge building, learning process, info processing and thinking skills.In conclusion, Round Table cooperative learning model can improve students' thinking skills in the domain of cognitive, affective, and psychomotor.

Table 1 .
HOTS level and operational verbs scoring guidelines were taken from each of the students' test results.The maximum score is 15 and the minimum score is 0. The results categories are shown in Table2to find out on what criteria HOTS score was obtained for each student generally.The total accumulative is divided into four intervals by a range of 3.75 and it is presented in Table2. HOTS

Table 2 .
The criteria of students' HOTS

Table 4 .
Learning achievement of students' hots in each cycle (total students 30; maximum score 15)