PENGARUH MODEL THINK PAIR SHARE BERBASIS MODUL LINGKARAN DENGAN SOAL-SOAL HOTS TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN PENALARAN SISWA

The purpose of this research to analyze the effect of Circle Pair Based Think Pair Share models with HOTS questions on critical thinking skills and student reasoning. This study uses experimental research with a quantitative approach. The population in this study was class VIII Al Ghifari Blitar Middle School. While the samples from this study were students of class VIII A and class VIII B. Students of class VIII A as the experimental class and class VIII B as the control class. The variables in this study are independent variables and dependent variables. The data in this study were obtained from the results of learning tests. The instruments in this study were tests of critical thinking skills and reasoning ability tests. Data analysis techniques for quantitative approaches are normality test, homogeneity test, and hypothesis test. Think Pair Share learning model has several steps, namely (1) Pair, where students are asked to think individually in their own ways; (2) Think, where students are asked to think and discuss with their friends; (3) Share, where students are asked to share answers in front of the class. The results of the study show that learning uses the Module Circle Based Think Pair Share model with HOTS questions affecting the critical thinking skills and student reasoning. In the normality test of the pretest and posttest data in the experimental and control classes obtained a significant value of more than 0.05 so that the data used is normally distributed. The results of homogeneity on pretest and posttest data in the experimental and control classes, obtained a significant class value of more than 0.05 so that the data used was homogeneous. While the hypothesis test shows the critical thinking posttest data between the experimental class and the control class obtained t-count value of 2,283 and significance of 0.027. This shows there is a significant difference (p <0.05) with the highest average value of the experimental class 77.49 and the control does not exist. While the hypothesis test shows posttest reasoning data between the experimental class and the control class obtained t-count value of 2.049 and significance of 0.046. This shows that there is a significant difference (p