PENULISAN KOLABORATIF TERHADAP KETERAMPILAN BERPIKIR TINGKAT TINGGI MAHASISWA TADRIS BAHASA INDONESIA
Keywords:
Collaborative writing, HOTS, writing instructionAbstract
Scientific writing ability and HOTS are essential skills for students in facing academic and professional challenges. However, individual writing instruction often fails to develop HOTS optimally. This research aims to determine whether there is a significant difference in HOTS between students who apply collaborative writing and those who do not. Using a quantitative approach with a quasi-experimental Pretest-Posttest Control Group design, this study involved 50 Indonesian Language Education students divided into experimental (n=29) and control (n=21) groups. The experimental group implemented collaborative writing for 6 weeks, while the control group performed individual writing. Data were collected through HOTS tests, writing assessment rubrics, observations, and questionnaires. Data analysis used independent t-tests and regression analysis. The results showed a significant difference in HOTS scores between the experimental (M=85.17; SD=6.84) and control (M=78.92; SD=7.31) groups, with t=4.572 and p<0.05. Collaborative writing proved effective in improving students' HOTS, particularly in aspects of analysis, evaluation, and creativity. The process of discussion, idea sharing, and feedback in collaborative writing played an important role in developing multiple perspectives and improving the quality of student reflection. These findings support the integration of collaborative writing into the writing curriculum in higher education. Further research is needed to identify specific factors in collaborative writing that contribute most to HOTS development, as well as strategies to optimize its benefits for all students.
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