Authors :
Mara Untung Ritonga; Abdurrahman Adisyahputra; Rizki Fadila Nasution
Volume/Issue :
Volume 6 - 2021, Issue 12 - December
Google Scholar :
http://bitly.ws/gu88
Scribd :
https://bit.ly/3FtoskX
Abstract :
This research is motivated by some problems
facing by the teachers in ways of integrating the concept
of Higher Order Thinking Skills, HOTS Literacy,
TPACK, problem based learning (PBL) and project
based learning (PJBL) in teaching and learning practices.
These things are aimed to fit the demand of the 21st
century learning system, particularly in ways to improve
students and teachers thinking skills to be more creative
and innovated. Therefore, this research tries to answer
the problems by integrating the model of Reading to
Learn (R2L) in language tasks of reading and writing,
HOTS literacy, problem based learning and project based
learning into teacher teaching plans. The descriptive
qualitative method is used to describe and analyse the
pre-intervention and post-intervention in teaching short
story material. The results showed that the learning did
not happen because the learning outcomes from language
task in reading and writing was not achieved. While in
the post-intervention, the learning outcomes improve
significantly after implementing the model of R2L with
two learning methods (PBL & PJBL). This research
concludes HOTS literacy based literature learning design
can improve student learning outcomes, creativity and
innovation in ways of writing short story using their own
language.
Keywords :
Literary learning, HOTS Literacy, R2L model.
This research is motivated by some problems
facing by the teachers in ways of integrating the concept
of Higher Order Thinking Skills, HOTS Literacy,
TPACK, problem based learning (PBL) and project
based learning (PJBL) in teaching and learning practices.
These things are aimed to fit the demand of the 21st
century learning system, particularly in ways to improve
students and teachers thinking skills to be more creative
and innovated. Therefore, this research tries to answer
the problems by integrating the model of Reading to
Learn (R2L) in language tasks of reading and writing,
HOTS literacy, problem based learning and project based
learning into teacher teaching plans. The descriptive
qualitative method is used to describe and analyse the
pre-intervention and post-intervention in teaching short
story material. The results showed that the learning did
not happen because the learning outcomes from language
task in reading and writing was not achieved. While in
the post-intervention, the learning outcomes improve
significantly after implementing the model of R2L with
two learning methods (PBL & PJBL). This research
concludes HOTS literacy based literature learning design
can improve student learning outcomes, creativity and
innovation in ways of writing short story using their own
language.
Keywords :
Literary learning, HOTS Literacy, R2L model.
