Pengaruh Strategi Pembelajaran terhadap Kemampuan Berpikir Tingkat Tinggi

The aim of this study to examine and explain interaction the difference among students’ higher order thinking skills taught using online learning and using expository with goal orientation of learning and goal orientation of performance on basic chemistry course. Using a quantitative approach to quasi-experimental research design. The subjects were students of chemistry education, consisting of 57 students (experiment) and 55 students (control). The instrument research was a written test and questionnaires. The data were analyzed using Anova (Analysis of Variance). The research findings there are differences among students’ higher order thinking skills with a mean posttest online instructional strategies is 45.16 higher than students taught using expository instructional strategy which is 39.28, instructional goal orientation is higher 44.24 than 40.07 performance goal orientation. there is no interactions between online instructional strategies and expository with different goal orientation on students’ higher order thinking skills in basic chemistry courses