Increasing HOTS of High School Students Using Mobile Technology and Scaffolding Approach: Study on Physics Learning
DOI:
https://doi.org/10.21009/jtp.v22i3.17845Keywords:
physics, mobile learning, scaffolding, HOTSAbstract
Improvement, development, and growth of a country cannot be separated from the quality of its human resources. This is even more so for a country that will face a population demographic bonus like Indonesia, which requires excellent and increasing quality of human resources so that they are always able to compete. Education is one of the factors that plays an important role in advancing the quality of human resources. This study aims to develop an Android-based learning media application on simple harmonic motion physics material and is used to improve the HOTS ability of students by learning using the scaffolding approach. This study is an R&D with a 4D model consisting of the Defining, Designing, Developing, and Disseminating stages. The operational test at the Developing stage was carried out using an experiment with the Pretest-Posttest Control Group design. The product in this study is an Android-based physics learning media application on simple harmonic motion material that has been tested for its feasibility for use in physics learning. Then, the product was tested in the field by being implemented in learning. The experimental results in the experimental class using android media and the scaffolding approach and the control class using conventional learning showed a significant difference in HOTS abilities. The implementation of Android-based physics mobile learning media and the scaffolding learning approach has a positive effect on the HOTS ability of students.
References
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Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of Item Response Theory Library. Sage Publication.
Helmi, F., Rokhmat, J., & ‘Ardhuha, J. (2017). Pengaruh pendekatan berpikir kausalitik ber-scaffolding tipe 2b termodifikasi berbantuan LKS terhadap kemampuan pemecahan masalah fluida dinamis siswa. Jurnal Pendidikan Fisika dan Teknologi, III(1).
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Hochberg, K., Kuhn, J., & Müller, A. (2018). Using smartphones as experimental tools—effects on interest, curiosity, and learning in physics education. Journal of Science Education and Technology, 27(5), 385–403.
Kee, L. (2014). Mobile devices: Toys or learning tools for the 21 st century teenagers? The Turkish Online Journal of Educational Technology, 13(3), 107–122.
Kuhn, J., & Vogt, P. (2015). Smartphones & Co. in physics education: Effects of learning with new media experimental tools in acoustics. Multidisciplinary Research on Teaching and Learning, 253–269.
Lee, Y.-J. (2010). Developing a mobile physics learning environment based on physics misconception research and e-learning design principles. Journal of Computers in Mathematics and Science Teaching, 29(4), 399–416.
Lee, Y.-J. (2015). Developing ipad-based physics simulations that can help people learn newtonian physics concepts. Journal of Computers in Mathematics and Science Teaching, 34(3), 299–325.
Lin, S. Y., & Singh, C. (2015). Effect of scaffolding on helping introductory physics students solve quantitative problems involving strong alternative conceptions. Physical Review Special Topics - Physics Education Research, 11(2), 020105.
Manumpil, B., Ismanto, Y., & Onibala, F. (2015). Hubungan penggunaan gadget dengan tingkat prestasi siswa di SMA Negeri 9 Manado. Ejoural Keperawatan (e-Kep), 3(2), 1–6.
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Matsun, M., Ramadhani, D., & Lestari, I. (2018). Perancangan media pembelajaran listrik magnet berbasis android di program studi pendidikan fisika IKIP PGRI Pontianak. Jurnal Pendidikan Informatika Dan Sains, 7(1), 107–117.
Nanda, O. A., & Wilujeng, I. (2018). The effectiveness of android-assisted optical devices learning to improve students’ conceptual understanding. Jurnal Penelitian Dan Pembelajaran IPA, 4(2).
Nisrina, N., Gunawan, G., & Harjono, A. (2018). Pembelajaran kooperatif dengan media virtual untuk peningkatan penguasaan konsep fluida statis siswa. Jurnal Pendidikan Fisika Dan Teknologi, 2(2).
Nofrion, N., & Wijayanto, B. (2018). Learning activities in higher order thinking skill (HOTS) oriented learning context. Geosfera Indonesia, 3(2), 122.
OECD. (2016). PISA 2015 Results (Volume I): Excellence and Equity in Education. https://doi.org/https://doi.org/10.1787/9789264266490-en
Oprea, M., & Miron, C. (2014). Mobile phones in the modern teaching of physics. Romanian Reports in Physics, 66(4), 1236–1252.
P21: Partnership for 21st Century Learning. (2007). Framework for 21st Century Learning - P21. P21.Org. http://www.p21.org/our-work/p21-framework
Rahma, A. (2015). The influence of using smartphone in the students activities (the problems of MAN 1 Rangat Barat). Jurnal Fisip, 2(2), 1–12.
Ramos, J. L. S., Dolipas, B. B., & Villamor, B. B. (2013). Higher order thinking skills and academic performance in physics of college students: A regression analysis. Bulletin of the Museum Society of Maidugur, 4(4), 7–48.
Retnawati, H., Djidu, H., Kartianom, Apino, E., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problem of Education in the 21st Century, 76(2), 215–230.
Rusli, M. A., Prabowo, Widodo, W., & Usman. (2014). Pembelajaran fisika melalui pemrosesan top down berbasis scaffolding untuk melatihkan keterampilan berpikir kritis physics learning through top down processing based on scaffolding to train critical thinking skills. Jurnal Sainsmart, III(1), 1–11.
Saman, M. I., Koes H, S., & Sunaryono. (2017). E-Scaffolding untuk meningkatkan kemampuan pemecahan masalah fisika. Pros. Seminar Pend. IPA Pascasarjana UM, 2, 219–225.
Santrock, J. W. (2017). Educational Psychology. McGraw-Hill.
Schunk, D. H. (2011). Learning Theories: an educational perspective. Pearson.
Slavin, R. E. (2017). Educational Psychology: theory and practice. Pearson.
Subandowo, M. (2017). Peradaban dan produktivitas dalam perspektif bonus demografi serta generasi Y dan Z.
Sosiohumanika: Jurnal Pendidikan Sains Sosial Dan Kemanusiaan, 10(November), 191–208.
Tanujaya, B., Mumu, J., & Margono, G. (2017). The relationship between higher order thinking skills and academic performance of student in mathematics instruction. International Education Studies, 10(11), 78.
Taufik, M., & Kristanto, A. (2018). Pengembangan mobile learning berbasis aplikasi android mata pelajaran fisika materi listrik arus searah kelas XI SMK Negeri 2 Kediri. Jurnal Mahasiswa Teknologi Pendidikan, 9(2), 1–8.
Taufiq, M., Amalia, A. V., Parmin, P., & Leviana, A. (2016). Design of science mobile learning of eclipse phenomena with conservation insight android-based app inventor 2. Jurnal Pendidikan IPA Indonesia, 5(2), 291–298.
Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of expectional children. Leadership Training Institute/Special Education, University of Minnesota.
Tossell, C. C., Kortum, P., Shepard, C., Rahmati, A., & Zhong, L. (2015). You can lead a horse to water but you cannot make him learn: Smartphone use in higher education. British Journal of Educational Technology, 46(4), 713–724.
Urban-woldron, H. (2009). Interactive Simulations for the effective learning of physics. Journal of Computers in Mathematics & Science Teaching, 28(2), 163–176.
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21stcentury competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321.
WIPO. (2019). The Global Innovation Index 2019: Creating Healthy Lives—The Future of Medical Innovation.
Woodcock, B., Middleton, A., & Nortcliffe, A. (2012). Considering the smartphone learner: Developing innovation to investigate the opportunities for students and their interest. Student Engagement and Experience Journal, 1(1), 1–15.
Yi, Y. J., You, S., & Bae, B. J. (2016). The influence of smartphones on academic performance: The development of the technology-to-performance chain model. Library Hi Tech, 34(3), 480–499.
Zahid, M. Z. (2018). Aplikasi berbasis android untuk pembelajaran: Potensi dan metode pengembangan. PRISMA. Prosiding Seminar Nasional Matematika, 1, 910–918.
Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45, 131–141.
Andi, H. J., & Handayani, S. M. (2015). Pengaruh model pembelajaran GI dengan scaffolding terhadap penguasaan konsep fisika. Jurnal Pemikiran Penelitian Dan Sains Didaktika, 3(6), 159–169.
Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9(1), 33–52.
Anshari, M., Almunawar, M. N., Shahrill, M., Wicaksono, D. K., & Huda, M. (2017). Smartphones usage in the classrooms: Learning aid or interference? Education and Information Technologies, 22(6), 3063–3079.
Arieputri, V. (2020). PAS: Pendidikan, arahan, dan sinergi menuju Indonesia emas. Jurnal Sentris, 1(1), 53–61.
Belland, B. R. (2017). Instructional Scaffolding in STEM Education Strategies and Efficacy Evidence. Springer International.
Brookhart, M. S. (2010). How To Assess Higher Order Thinking Skills in Your Classroom. ASCD.
Dewanti, T., Widada, W., & Triyono, T. (2016). Hubungan antara keterampilan sosial dan penggunaan gadget smartphone terhadap prestasi belajar siswa SMA Negeri 9 Malang. Jurnal Kajian Bimbingan Dan Konseling, 1(3), 126–131.
González, M. Á., González, M. Á., Martín, M. E., Llamas, C., Martínez, Ó., Vegas, J., Herguedas, M., & Hernández, C. (2015). Teaching and learning physics with smartphones. Journal of Cases on Information Technology, 17(1), 31–50.
Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of Item Response Theory Library. Sage Publication.
Helmi, F., Rokhmat, J., & ‘Ardhuha, J. (2017). Pengaruh pendekatan berpikir kausalitik ber-scaffolding tipe 2b termodifikasi berbantuan LKS terhadap kemampuan pemecahan masalah fluida dinamis siswa. Jurnal Pendidikan Fisika dan Teknologi, III(1).
Herliandry, L. D., Nurhasanah, N., Suban, M. E., & Kuswanto, H. (2020). Pembelajaran pada masa pandemi Covid-19. Jurnal Teknologi Pendidikan, 22(1), 65–70.
Hochberg, K., Kuhn, J., & Müller, A. (2018). Using smartphones as experimental tools—effects on interest, curiosity, and learning in physics education. Journal of Science Education and Technology, 27(5), 385–403.
Kee, L. (2014). Mobile devices: Toys or learning tools for the 21 st century teenagers? The Turkish Online Journal of Educational Technology, 13(3), 107–122.
Kuhn, J., & Vogt, P. (2015). Smartphones & Co. in physics education: Effects of learning with new media experimental tools in acoustics. Multidisciplinary Research on Teaching and Learning, 253–269.
Lee, Y.-J. (2010). Developing a mobile physics learning environment based on physics misconception research and e-learning design principles. Journal of Computers in Mathematics and Science Teaching, 29(4), 399–416.
Lee, Y.-J. (2015). Developing ipad-based physics simulations that can help people learn newtonian physics concepts. Journal of Computers in Mathematics and Science Teaching, 34(3), 299–325.
Lin, S. Y., & Singh, C. (2015). Effect of scaffolding on helping introductory physics students solve quantitative problems involving strong alternative conceptions. Physical Review Special Topics - Physics Education Research, 11(2), 020105.
Manumpil, B., Ismanto, Y., & Onibala, F. (2015). Hubungan penggunaan gadget dengan tingkat prestasi siswa di SMA Negeri 9 Manado. Ejoural Keperawatan (e-Kep), 3(2), 1–6.
Mardiana, N., & Kuswanto, H. (2017). Android-assisted physics mobile learning to improve senior high school students’ divergent thinking skills and physics HOTS. AIP Conference Proceedings, 1868(August).
Martono, K. T., & Nurhayati, O. D. (2014). Implementation of android based mobile learning apllication as a flexible learning media. International Journal of Computer Science Issues, 11(3), 168–174.
Maryati, S. (2015). Dinamika pengangguran terdidik: Tantangan menuju bonus demografi di Indonesia. Economica, 3(2), 124–136.
Matsun, M., Ramadhani, D., & Lestari, I. (2018). Perancangan media pembelajaran listrik magnet berbasis android di program studi pendidikan fisika IKIP PGRI Pontianak. Jurnal Pendidikan Informatika Dan Sains, 7(1), 107–117.
Nanda, O. A., & Wilujeng, I. (2018). The effectiveness of android-assisted optical devices learning to improve students’ conceptual understanding. Jurnal Penelitian Dan Pembelajaran IPA, 4(2).
Nisrina, N., Gunawan, G., & Harjono, A. (2018). Pembelajaran kooperatif dengan media virtual untuk peningkatan penguasaan konsep fluida statis siswa. Jurnal Pendidikan Fisika Dan Teknologi, 2(2).
Nofrion, N., & Wijayanto, B. (2018). Learning activities in higher order thinking skill (HOTS) oriented learning context. Geosfera Indonesia, 3(2), 122.
OECD. (2016). PISA 2015 Results (Volume I): Excellence and Equity in Education. https://doi.org/https://doi.org/10.1787/9789264266490-en
Oprea, M., & Miron, C. (2014). Mobile phones in the modern teaching of physics. Romanian Reports in Physics, 66(4), 1236–1252.
P21: Partnership for 21st Century Learning. (2007). Framework for 21st Century Learning - P21. P21.Org. http://www.p21.org/our-work/p21-framework
Rahma, A. (2015). The influence of using smartphone in the students activities (the problems of MAN 1 Rangat Barat). Jurnal Fisip, 2(2), 1–12.
Ramos, J. L. S., Dolipas, B. B., & Villamor, B. B. (2013). Higher order thinking skills and academic performance in physics of college students: A regression analysis. Bulletin of the Museum Society of Maidugur, 4(4), 7–48.
Retnawati, H., Djidu, H., Kartianom, Apino, E., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problem of Education in the 21st Century, 76(2), 215–230.
Rusli, M. A., Prabowo, Widodo, W., & Usman. (2014). Pembelajaran fisika melalui pemrosesan top down berbasis scaffolding untuk melatihkan keterampilan berpikir kritis physics learning through top down processing based on scaffolding to train critical thinking skills. Jurnal Sainsmart, III(1), 1–11.
Saman, M. I., Koes H, S., & Sunaryono. (2017). E-Scaffolding untuk meningkatkan kemampuan pemecahan masalah fisika. Pros. Seminar Pend. IPA Pascasarjana UM, 2, 219–225.
Santrock, J. W. (2017). Educational Psychology. McGraw-Hill.
Schunk, D. H. (2011). Learning Theories: an educational perspective. Pearson.
Slavin, R. E. (2017). Educational Psychology: theory and practice. Pearson.
Subandowo, M. (2017). Peradaban dan produktivitas dalam perspektif bonus demografi serta generasi Y dan Z.
Sosiohumanika: Jurnal Pendidikan Sains Sosial Dan Kemanusiaan, 10(November), 191–208.
Tanujaya, B., Mumu, J., & Margono, G. (2017). The relationship between higher order thinking skills and academic performance of student in mathematics instruction. International Education Studies, 10(11), 78.
Taufik, M., & Kristanto, A. (2018). Pengembangan mobile learning berbasis aplikasi android mata pelajaran fisika materi listrik arus searah kelas XI SMK Negeri 2 Kediri. Jurnal Mahasiswa Teknologi Pendidikan, 9(2), 1–8.
Taufiq, M., Amalia, A. V., Parmin, P., & Leviana, A. (2016). Design of science mobile learning of eclipse phenomena with conservation insight android-based app inventor 2. Jurnal Pendidikan IPA Indonesia, 5(2), 291–298.
Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of expectional children. Leadership Training Institute/Special Education, University of Minnesota.
Tossell, C. C., Kortum, P., Shepard, C., Rahmati, A., & Zhong, L. (2015). You can lead a horse to water but you cannot make him learn: Smartphone use in higher education. British Journal of Educational Technology, 46(4), 713–724.
Urban-woldron, H. (2009). Interactive Simulations for the effective learning of physics. Journal of Computers in Mathematics & Science Teaching, 28(2), 163–176.
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21stcentury competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321.
WIPO. (2019). The Global Innovation Index 2019: Creating Healthy Lives—The Future of Medical Innovation.
Woodcock, B., Middleton, A., & Nortcliffe, A. (2012). Considering the smartphone learner: Developing innovation to investigate the opportunities for students and their interest. Student Engagement and Experience Journal, 1(1), 1–15.
Yi, Y. J., You, S., & Bae, B. J. (2016). The influence of smartphones on academic performance: The development of the technology-to-performance chain model. Library Hi Tech, 34(3), 480–499.
Zahid, M. Z. (2018). Aplikasi berbasis android untuk pembelajaran: Potensi dan metode pengembangan. PRISMA. Prosiding Seminar Nasional Matematika, 1, 910–918.
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Published
2021-01-20
How to Cite
Aji, S. H., & Suparno. (2021). Increasing HOTS of High School Students Using Mobile Technology and Scaffolding Approach: Study on Physics Learning. JTP - Jurnal Teknologi Pendidikan, 22(3), 182–199. https://doi.org/10.21009/jtp.v22i3.17845
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