Learning Outcomes of Students Taught Using HOTS-Based Discussion in Fungal Biology
DOI:
https://doi.org/10.72204/mww05358Keywords:
HOTS-based Discussion, Learning Outcomes, Fungal Biology, Biology EducationAbstract
This study aimed to describe student learning outcomes after the implementation of Higher Order Thinking Skills (HOTS)-based discussion in fungal biology learning. The research employed a quantitative approach using a One-Shot Case Study design. The subjects of the study were 13 fifth-semester students enrolled in the Botany and Life of Lower Plants course in a Biology Education program. The learning intervention was conducted through classroom discussions using analytical, reasoning-based questions related to fungal concepts. Student learning outcomes were measured through a post-test consisting of case-based questions and analyzed using descriptive quantitative statistics, including mean, standard deviation, and percentage distribution across achievement categories. The results showed that the mean post-test score was 77.7, with scores ranging from 75 to 80. All students (100%) achieved at least the “Good” category, with 76.92% classified as “Good” and 23.08% as “Very Good.” The relatively low standard deviation (1.75) indicated an even distribution of learning outcomes among students. These findings indicate that student learning outcomes in fungal biology following HOTS-based discussion were predominantly in the good to very good categories.
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