Zubaedah Wiji Lestari, 0201614013 (2021) THE EFFECTIVENESS OF JIGSAW METHOD AND CIRC METHOD ON ENHANCING STUDENTS’ READING HIGH ORDER THINKING SKILLS WITH DIFFERENT SELF EFFICACY LEVELS IN SENIOR HIGH SCHOOL THROUGH BLENDED LEARNING. Doctoral thesis, Universitas Negeri Semarang.

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Abstract

High Order Thinking Skills are essential to be possessed by students to face future challenges. High-order thinking skills require one to remember what they have learned and analyze and evaluate the information, and later create, use, and maximize the information in their future life. The objectives of the study are (1) to describe the implementation of Jigsaw Method on enhancing reading HOTS of students with different self-efficacy levels; (2) to analyze the effect of Jigsaw Method on enhancing students’ reading HOTS in terms of different self-efficacy level; (3) to describe the implementation of CIRC Method on enhancing reading HOTS of students with different self-efficacy levels; (4) to analyze the effect of CIRC Method on enhancing students’ reading HOTS in term of different self�efficacy levels; (5) to analyze whether Jigsaw Method is better than CIRC Method on enhancing students’ reading HOTS in terms of different self-efficacy level; (6) to analyze the interaction between Jigsaw Method, CIRC Method, and self-efficacy on enhancing students’ reading HOTS, and ; (7) to analyze students' perception towards the implementation of Jigsaw Method and CIRC Method on enhancing students reading HOTS. This study implemented mixed methods; the writer used embedded concurrent experimental mixed methods design since data collection and data analysis are embedded in the experimental research design and conjunction with other qualitative data. The study was conducted at the eleventh grade of SMAN 11 Bandung in an even semester from January to March 2020. Two classes with purposive sampling participated in this study. The classes were experimental classes taught using Jigsaw Method and CIRC Method. There were three variables in this study, namely independent variable (Jigsaw Method and CIRC Method), a dependent variable (reading HOTS), and moderator variable (low, moderate, and high self-efficacy). Instruments for quantitative data were reading HOTS test. Instruments for qualitative data were classroom observation, close-ended questionnaire, open-ended questionnaire, and field notes. The procedures of research were constructing research instruments, validating instruments, revising instruments, distributing pre-test of reading HOTS and self-efficacy questionnaire, and giving treatment to the two experimental classes. The following procedures are doing classroom observations for Jigsaw Method Class and CIRC Method Class, distributing post-test of reading HOTS, and distributing open-ended and closed�ended questionnaires to reveal students' perception of Jigsaw Method and CIRC Method. Quantitative data firstly were analyzed by Shapiro Wilk and Levene Test, continued by Wilcoxon Test, paired t-test, one-way ANOVA, two-way ANOVA, Mann Whitney test, and Pearson Chi-Square test. Meanwhile, qualitative data analyzed by content and thematic analysis. Based on the data analysis, the researcher found several findings. First, the data from classroom observation and field notes revealed that the implementation of Jigsaw Method and CIRC Method to enhance students' HOTS fulfilled all the Cooperative Learning' elements, those are interdependence, face to face (promotive) interaction, individual and group accountability, and interpersonal and small group social skills. Second, the implementation of the Jigsaw Method was only effective on enhancing students' reading HOTS in low self-efficacy levels. whereas it could not enhance students' reading HOTS in moderate and high self�efficacy levels. Third, the implementation of the CIRC Method was not effective on enhancing students' reading HOTS in low, moderate, and high self-efficacy levels. Fourth, there were no significant differences between Jigsaw Method and CIRC Method on enhancing the students' reading HOTS in low, moderate, and high self-efficacy levels. Fifth, by implementing a contingency association test, it was found that the degree of association between the students’ reading HOTS, the implementation of the strategy, and students' self-efficacy is very low. Sixth, the result of the questionnaire revealed that most of the students gave positive responses. Thus, even though the reading test result did not significantly increase the students' reading HOTS score, students receive many beneficial experiences from the implementation of the Jigsaw Method and CIRC Method in English Language Learning.

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