The Effect of Reading to Learn (R2L) Based Modules on Increasing Stedents HOTs-Literacy In Chemical Bonding Materials

Adhitya Shahrian Putra, Stephani Yunita Siahaan, Shelly Aulia, Dira Khairunisa, Intan Juwita, Diva Angelica Amanda Batubara, Moondra Zubir

Abstract


This study aims to identify whether the use of Reading to Learn (R2L) based modules can affect the improvement of students' HOTs-Science Literacy in chemical bonding material. The population in this study consisted of students of class XI MAN 1 MEDAN who were divided into six classes. The sample of the study was 30 students of class XI MIPA 1. The instrument used in this study was a test with 15 multiple-choice questions. Hypothesis testing was carried out using a regression model, with the results of the study showing a sig value of 0.01 <𝛼 (0.05), which means Ha is accepted and H0 is rejected. This shows that the use of R2L based modules has an effect on students' HOTs-Science Literacy abilities. Furthermore, in science literacy abilities, a sig value of 0.03 <𝛼 (0.05) was obtained, which also shows that Ha is accepted and H0 is rejected, indicating the influence of science literacy abilities on improving students' HOTs-Science Literacy in chemical bonding material. Finally, the influence of the R2L-based module on students' HOTs-Science Literacy abilities in solving HOTs-Literacy problems on chemical bonding material simultaneously shows a sig value of 0.00 < 𝛼 (0.05), which means that the R2L-based module has a significant influence on students' HOTs-Science Literacy abilities on the material.

Keywords: Reading To Learn (R2L) Based Module, HOTs-literacy, Chemical Bonds

DOI: 10.23960/jppk.v13i3.31940


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References


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