Development of HOTS-Based Student Worksheets on Force and Motion Materials  to Improve Students’ Critical Thinking Skills

Indah Permata Sari Pasaribu; Nirwana Anas

doi:10.61255/itej.v4i1.1132

Authors

Indah Permata Sari Pasaribu Universitas Islam Negeri Sumatera Utara
Nirwana Anas Universitas Islam Negeri Sumatera Utara

DOI:

https://doi.org/10.61255/itej.v4i1.1132

Keywords:

Critical thinking, Force and motion, HOTS, LKPD, Research and development (R&D)

Abstract

Critical thinking is an essential higher-order thinking skill in 21st-century learning because it enables students to analyze information, evaluate problems, draw conclusions, and construct logical arguments. However, preliminary observations showed that fourth-grade students still experienced difficulties in developing critical thinking skills in science learning, particularly on the topic of Force and Motion. Therefore, this study aimed to develop a Higher Order Thinking Skills (HOTS)-based Student Worksheet (LKPD) that is valid, practical, and potentially useful for supporting students’ critical thinking skills. This study employed a Research and Development (R&D) approach using the 4D development model, consisting of Define, Design, Develop, and Disseminate stages. The limited classroom trial involved 20 fourth-grade students at SD Pelangi. Data were collected through pretests and posttests, material and media expert validation sheets, observations, interviews, and teacher and student response questionnaires. The data were analyzed using validity analysis, practicality analysis, and N-Gain analysis to identify learning improvement. The results showed that the HOTS-based LKPD met highly valid and practical criteria. Material expert validation reached 98%, while media expert validation reached 93%, both categorized as “very valid.” The teacher practicality score reached 84%, categorized as “very practical,” and student responses showed highly positive results. The classroom trial also indicated an improvement in students’ learning outcomes, with the average pretest score increasing from 39.5 to 88.5 in the posttest. The N-Gain score reached 0.80, which is categorized as high. These findings suggest that contextual HOTS-based activities can support students’ participation and critical thinking processes in science learning. The developed LKPD can be used as an alternative learning material to support student-centered science instruction. However, further studies involving larger samples and control groups are needed to examine its effectiveness more rigorously.

Abstract views: 2 ,

PDF downloads: 12

Downloads

Download data is not yet available.

References

Abad, K., Rusadi, B. E., Widiyanto, R., & Lubis, R. R. (2019). Analisis learning and innovation skills mahasiswa PAI melalui pendekatan saintifik dalam implementasi pembelajaran abad 21. Jurnal Edukasi, 19(2), 112–131.

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.

Angelo, T. A. (1995). Classroom assessment for critical thinking. Teaching of Psychology, 22(1), 6–7. https://doi.org/10.1207/s15328023top2201_1

Aminah, S., & Yusnaldi, E. (2024). Pengembangan media smart box untuk meningkatkan hasil belajar siswa pada mata pelajaran ilmu pengetahuan sosial di madrasah ibtidaiyah. Jurnal Pendidikan Dasar, 13(3), 3077–3086.

Assingkily, M. S., Ittihadiyah, A., & Utara, L. (2021). Critical thinking skills in 21st-century learning. Journal Research and Education Studies, 1(1), 1–11.

Ennis, R. H. (2016). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165–184. https://doi.org/10.1007/s11245-016-9401-4

Firmansyah, M. E. (2025). Pengembangan E-LKPD berbasis pendekatan TPACK untuk melatih kemampuan berpikir kritis peserta didik SMA. Jurnal Pendidikan Biologi, 14(2), 414–428.

Firdaus, M., & Wilujeng, I. (2018). Pengembangan LKPD inkuiri terbimbing untuk meningkatkan keterampilan berpikir kritis dan hasil belajar peserta didik. Jurnal Inovasi Pendidikan IPA, 4(1). https://doi.org/10.21831/jipi.v4i1.5574

Hasarah, N. (2023). Validity of HOTS-based instructional materials in science learning. Jurnal Pendidikan IPA, 8(2), 145–156.

Indriani, I., Arini, W., Putri, O., & Gumay, U. (2024). Pengembangan kamus fisika bergambar sebagai sumber belajar mandiri untuk mengukur minat dan respon siswa SMA Negeri Muara Lakitan. Jurnal Pendidikan Fisika, 12(1), 81–87.

Facione, P. A. (2015). Critical thinking: What it is and why it counts (2015 update). Insight Assessment.

Jannah, N., Safiah, I., & Vitoria, L. (2025). Pengaruh penggunaan LKPD digital berbasis HOTS terhadap kemampuan berpikir kritis siswa pada materi bangun datar kelas V sekolah dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 11(1). https://doi.org/10.23969/jp.v11i01.42710

Kholifahtus, Y. F., Agustiningsih, A., & Wardoyo, A. A. (2022). Pengembangan lembar kerja peserta didik elektronik (E-LKPD) berbasis higher order thinking skill (HOTS). EduStream: Jurnal Pendidikan Dasar, 5(2), 143–151. https://doi.org/10.26740/eds.v5n2.p143-151

Kusumawati, I. T., Soebagyo, J., & Nuriadin, I. (2022). Studi kepustakaan kemampuan berpikir kritis dengan penerapan model PBL pada pendekatan teori konstruktivisme. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(1), 13–18.

Lubis, R. R., & Syahputri, R. (2022). Pengembangan kemampuan berpikir kritis dalam pembelajaran abad 21. Jurnal Edukasi, 12(1), 1–8.

Noprinda, C. T., & Soleh, S. M. (2019). Pengembangan lembar kerja peserta didik (LKPD) berbasis higher order thinking skill (HOTS). Indonesian Journal of Science and Mathematics Education, 2(2). https://doi.org/10.24042/ijsme.v2i2.4342

Pada, G. B. L., & Bangun, M. (2023). Implementasi model pengembangan 4D dalam pengembangan bahan ajar pembelajaran. Relevan: Jurnal Pendidikan Matematika, 3(2), 123–135.

Panuluh, A. H. (2022). Improving the science process skills of physics education students by using guided inquiry practicum. arXiv. https://arxiv.org/abs/2211.04006

Pasaribu, Y., & Ulfa, S. W. (2023). Pengembangan LKPD berbasis STEM untuk meningkatkan keterampilan belajar siswa pada materi virus kelas X SMA Negeri 1 Sorkam. Jurnal Pendidikan Biologi, 10(2), 99–109.

Pebriani, N. P. I., Putrayasa, I. B., & Margunayasa, I. G. (2022). Pengembangan E-LKPD berbasis HOTS dengan pendekatan saintifik pada pembelajaran IPA tema 8 kelas V SD. Jurnal Penelitian dan Evaluasi Pendidikan Indonesia, 12(1). https://doi.org/10.23887/jpepi.v12i1.980

Prasasti, S., & Anas, N. (2023). Critical thinking in elementary science learning. Jurnal Pendidikan Dasar, 11(2), 145–154.

Prastowo, A. (2015). Panduan kreatif membuat bahan ajar inovatif. Diva Press.

Purba, N. A., & Anas, N. (2024). Pengaruh media kotak sifat cahaya terhadap kemampuan berpikir kritis peserta didik pada mata pelajaran IPA di kelas IV sekolah dasar. Jurnal Pendidikan Dasar, 13(2), 2717–2728.

Putra, W. P., Gunamantha, I. M., & Sudiana, I. N. (2023). Pengembangan E-LKPD berbasis HOTS dalam meningkatkan kemampuan berpikir kritis siswa sekolah dasar. Jurnal Pendidikan Dasar Indonesia, 7(1), 1–12.

Ramadhani, A. (2024). Pengembangan LKPD berbasis game untuk meningkatkan berpikir kritis siswa kelas III sekolah dasar. Jurnal Pendidikan Guru Sekolah Dasar, 13(2), 2691–2700.

Rasyid, M., Unayah, H., Iqdami, N., & Nurohman, S. (2024). Development of student worksheets on static electricity material to identify higher order thinking skill (HOTS). Journal of Science Education Research, 9(1). https://doi.org/10.21831/jser.v9i1.74886

Ruzika, N. F. (2024). Pengembangan lembar kerja peserta didik (LKPD) berbasis website Wizer.me untuk meningkatkan motivasi belajar siswa sekolah dasar. Ibtidaiyyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 3(4), 297–315.

Sabila, S., Tanjung, I. F., & Nur, U. (2023). Pengembangan E-LKPD berbasis STEM untuk meningkatkan kemampuan literasi sains siswa pada materi bioteknologi. Jurnal Pendidikan Sains, 4(1), 33–43.

Sari, D. N. I., Budiarso, A. S., & Wahyuni, S. (2022). Pengembangan E-LKPD berbasis problem based learning (PBL) untuk meningkatkan kemampuan higher order thinking skill (HOTS) pada pembelajaran IPA. Jurnal Basicedu, 6(3). https://doi.org/10.31004/basicedu.v6i3.2691

Shaharani, A., & Manalu, K. (2025). Pengembangan LKPD berbasis contextual teaching and learning untuk meningkatkan keterampilan berpikir kritis siswa pada materi sistem gerak. BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains. https://doi.org/10.31539/gjyfhb14

Simanjuntak, F. A., Prihatin, I., & Abdillah. (2024). Pengembangan LKPD berbasis higher order thinking skill (HOTS) dengan berbantuan aplikasi Canva terhadap kemampuan berpikir kritis siswa pada materi aljabar kelas VII SMP Negeri 1 Parindu. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(4). https://doi.org/10.23969/jp.v10i04.35850

Siregar, N. H. (2025). Pengembangan media pembelajaran e-bookstory berbasis PowerPoint untuk meningkatkan literasi dasar siswa. Jurnal Pendidikan Dasar dan Media Pembelajaran, 8(1), 59–70.

Sitorus, F. D., Hasratuddin, H., & Azhar, E. (2024). Pengembangan LKPD berbasis HOTS melalui CTL untuk meningkatkan kemampuan berpikir kritis dan penalaran matematis peserta didik. JIIP: Jurnal Ilmiah Ilmu Pendidikan, 7(4), 3695–3701. https://doi.org/10.54371/jiip.v7i4.4297

Sitorus, S. A. (2024). Pengembangan LKPD berbasis HOTS dalam meningkatkan berpikir kritis siswa pada mata pelajaran IPA di MIS Al Hidayah Aek Nagali Kabupaten Asahan (Undergraduate thesis). Universitas Islam Negeri Sumatera Utara.

Siti (2010). Critical thinking skills in education. Journal of Educational Studies, 5(2), 45–58.

Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. Indiana University, Center for Innovation in Teaching the Handicapped.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.