Literasi Sains, Keterampilan Proses Sains, Dan Hasil Belajar Berbasis Hots

Abstrak Kemampuan berpikir tingkat tinggi (higher order thinking skills/HOTS) merupakan kompetensi penting bagi calon guru, termasuk dalam pembelajaran IPA di Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI). Literasi sains dan keterampilan proses sains diduga berkaitan dengan pencapaian HOTS. Penelitian ini bertujuan menganalisis hubungan literasi sains dan keterampilan proses sains dengan hasil belajar kognitif berbasis HOTS mahasiswa PGMI. Penelitian kuantitatif dengan desain korelasional ini melibatkan 50 mahasiswa PGMI semester IV Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi yang dipilih melalui proportional random sampling, dan dilaksanakan pada Juli 2025, semester genap 2024/2025. Data dikumpulkan dengan tes literasi sains, tes keterampilan proses sains, dan tes hasil belajar kognitif HOTS, kemudian dianalisis menggunakan regresi linear sederhana dan berganda setelah dilakukan uji asumsi klasik yang meliputi uji normalitas, linearitas, multikolinearitas, dan heteroskedastisitas. Hasil menunjukkan bahwa literasi sains dan keterampilan proses sains, baik secara parsial maupun simultan, berhubungan positif dan signifikan dengan HOTS. Model regresi berganda yang memuat kedua variabel menjelaskan 95,3% variasi HOTS (R = 0,976; R² = 0,953; p < 0,05. Karena kedua prediktor saling berkorelasi, kontribusi masing-masing variabel tidak dapat dijumlahkan. Mengingat desain korelasional, temuan ini menunjukkan keterkaitan statistik dan belum dapat dimaknai sebagai hubungan sebab-akibat. Temuan ini menegaskan pentingnya penguatan literasi sains dan keterampilan proses sains secara terpadu dalam pembelajaran IPA di Program Studi PGMI sebagai upaya mendukung pengembangan kemampuan berpikir tingkat tinggi mahasiswa calon guru MI. Kata Kunci: Literasi Sains; Keterampilan Proses Sains; Berpikir Tingkat Tinggi; PGMI; Regresi Abstract Higher order thinking skills (HOTS) are essential competencies for prospective teachers, particularly in science learning within the Islamic Primary School Teacher Education (PGMI) Study Program. Scientific literacy and science process skills are considered to be associated with the achievement of HOTS. This study aims to analyze the relationship between scientific literacy, science process skills, and HOTS-based cognitive learning outcomes among PGMI students. This quantitative study employed a correlational design involving 50 fourth-semester students of the State Islamic University of Sulthan Thaha Saifuddin Jambi, selected through proportional random sampling. The study was conducted in July 2025 during the second semester of the 2024/2025 academic year. Data were collected using scientific literacy tests, science process skills tests, and HOTS-based cognitive achievement tests. The data were analyzed using simple and multiple linear regression after conducting classical assumption tests, including normality, linearity, multicollinearity, and heteroscedasticity tests. The results indicate that scientific literacy and science process skills are positively and significantly associated with HOTS, both individually and jointly. The multiple regression model incorporating both variables explains 95.3% of the variance in HOTS (R = 0.976; R² = 0.953; p < 0.05). Since the two predictors are correlated, their individual contributions cannot simply be added together. Given the correlational design, these findings indicate statistical associations and cannot be interpreted as evidence of causal relationships. These findings underscore the importance of strengthening scientific literacy and science process skills in an integrated manner in science learning within the PGMI Study Program to support the development of higher order thinking skills among prospective Islamic primary school teachers.