Keywords
Performance Assessment
Higher Order Thinking
How to Cite
Abstract
Lecturers often need help involving students who score less on the final assignment test. It shows that some students still need to achieve the learning objectives. In addition, there are still many students who need higher-order thinking skills. Thus, in the learning process, a learning approach is needed that can help students solve problems. This study aims to analyze students' higher-order thinking skills using a STEAM approach based on performance assessment. This study uses a quasi-experimental type of research (quasi-experiment). This study involved a sample of 82 students taken by cluster random sampling technique from 163 students who were distributed into 4 classes. The method used in collecting data is a test. The instrument used in collecting data is a question sheet in the form of a description test. This study used a nonequivalent control group design. The collected data were analyzed using parametric statistics with the t-test. The study results show differences in higher-order thinking skills between students who follow the STEAM approach based on performance assessment and those who follow conventional learning approaches. The results of the data analysis also showed that the group that followed the STEAM approach based on performance assessment had a higher-order thinking ability score higher than the average higher-order thinking ability of the group of students who followed the conventional approach. It was concluded that the STEAM approach based on performance assessment could improve students' higher-order thinking skills.
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