The Implementation of Reading to Learn (R2L) Method and Summary Writing to Enhance Students' HOTS-Literacy Science on Hydrocarbon Materials

Aisyah Harahap, Iis Siti Jahro

Abstract


This study aims to determine the effect of applying the Reading to Learn method and summarization on students' HOTs-Literacy Science abilities in the Materials of hydrocarbons. The population in this study consists of students from grade XI at SMA Negeri 1 Tanjung Beringin, totaling 6 classes. The sampling technique used is Purposive Sampling, with the sample being class XI-A1.1, consisting of 34 students. This study used a test instrument with 12 questions, including essays, multiple choice, and true-false items. Based on data processing, the average HOTs-Literacy Science score of students was 83.14 ± 4.98. The initial distribution of students' abilities was still below the KKM value, categorized as low (>55), and improved in the final distribution with a score range of 77-91. Hypothesis testing using Multiple Linear Regression showed a significance value of 0.01 < 𝛼 (0.05), meaning Ha is accepted and H0 is rejected, indicating an effect of the Reading to Learn method on students' HOTs-Literacy Science abilities. Testing on summarization showed a significance value of 0.04 < 𝛼 (0.05), meaning Ha is accepted and H0 is rejected, indicating an effect of summarization on students' HOTs-Literacy Science abilities in the hydrocarbons topic. Testing on the simultaneous effect of the Reading to Learn method and summarization showed a significance value of 0.00 < 𝛼 (0.05), meaning that the Reading to Learn method and summarization together have an effect on students' HOTs-Literacy Science abilities in the hydrocarbons materials.

Keywords: Reading to Learn Method, Summarization, HOTs-Literacy



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