The Logan Avenue Problem Solving-Heuristic Learning Model: Impact on Students’ Higher-Order Thinking Skill

Learning still focuses on mastering the material, with the teacher as the center. Aside from that, the thinking ability indicators that are frequently trained on students are confined to the C4 (analyze) indicator. As a result, students are passive in receiving information, and their higher-order thinking skills are hampered. The aim of this research is to analyze the influence of the Logan Avenue Problem Solving-Heuristic learning model on students' higher-order thinking skills. This study uses a quantitative approach. The research method used was a quasi-experiment with a pretest-posttest control group design. The sample in this study was 70 science students in class XI who were selected using cluster random sampling techniques. The data collection technique used was a description test of 10 questions, which was then measured using the free sample two-tailed t-test. The research results show that the Logan Avenue Problem Solving-Heuristic learning model has a significant effect on students' higher-order thinking skills. This research can be an evaluation tool for teachers to improve the quality of student learning, especially by improving students' higher-order thinking skills.