Development of Android-Based Interactive Physics Mobile Learning Media (IPMLM) with Scaffolding Learning Approach to Improve HOTS of high school students in Indonesia

Year 2019, , 659 - 681, 15.09.2019

Beatrix Elvi Dasilva , Tiara Kusuma Ardiyati Suparno Suparno Sukardiyono Sukardiyono Erlin Eveline Tri Utami Zera Nadiah Ferty

https://doi.org/10.17478/jegys.610377

Cited By: 10

Abstract

The objectives of this study are to: a) Produce an Android-based Interactive Physics Mobile Learning Media
(IPMLM) that is eligible for improving Higher-order Thinking Skills (HOTS) of high school
students; b) Determine the effectiveness of the use of Android-based
interactive physics mobile learning media with a scaffolding learning approach
in improving Higher-order Thinking Skills (HOTS) for high school students. The
development procedure in this study was modified from the 4D development model
(defining, designing, developing, disseminating). The research subjects were
1070 high school students in five regencies/cities, they are Sleman Regency,
Bengkulu City, Pontianak City, Kupang City, and Bima City. In each city was
chosen four schools for extensive trial and limited trial. The products
developed were Interactive Physics Mobile Learning Media (IPMLM) applications, lesson plan, student worksheets,
higher-order thinking skills test instruments in the form of reasonable
multiple-choice questions, student questionnaire responses towards media and
learning activities as well as validation sheets and product eligibility. The
technique of analyzing the data of empirical test questions used item response
theory analysis by looking at the compatibility of items with the model based
on the INFIT MNSQ (infit mean square) value. Extensive test data were analyzed
with descriptive statistics and inferential statistics. Inferential statistics
were performed using the ANAVA mixed design test with a significance level of α
= 0.05. The results show that a) Android-based interactive physics mobile
learning media applications and learning devices are appropriate to be used to
improve higher-order thinking skills; b) the use of android-based interactive
physics mobile learning media (IPMLM) with an effective scaffolding learning
approach in improving higher-order thinking skills. The effective contribution
of the experimental group in increasing the ability of HOTS is 84.80%. The effective contribution
of the control group that uses learning tools with the direct learning assisted by Physics textbooks
in increasing HOTS ability is 55.50%.

Keywords

android-based interactive physics mobile learning media (IPMLM), higher order thinking skills, scaffolding learning approach

Thanks

Ministry of Research, Technology and Higher Education of the Republic of Indonesia

References

• Adams, R. J. & Khoo, S. T. (1996). QUEST: the interactive test analysis system version 2.1. Victoria: The Australian Council for Educational Research.
• Agustihana, S. (2018). Effectiveness of physics mobile learning media to improve higher order thinking skills of students in thermodynamics. J. Phys.: Conf. Ser., 1097, 5-9. DOI: 10.1088/1742-6596/1097/1/012031.
• Aiken, L. R. (1985). Three coefficients for analysing the reliability and validity of ratings. Educational and Psychological Measurement, 45, 131-142.
• Ahmed, S., & Parsons, D. (2013). Abductive science inquiry using mobile devices in the classroom. Computers and Education, 63, 62-72. http://dx.doi.org/10.1016/j.compedu.2012.11.017
• Amanah, P. D., Harjono, A., & Gunada, I. W. (2017). Kemampuan pemecahan masalah dalam fisika dengan pembelajaran generatif berbantuan scaffolding dan advance organizer. Jurnal Pendidikan Fisika dan Teknologi, 3(2), 84-91, http://dx.doi.org/10.29303/jpft.v3i1.334.
• Brookhart, S.M., & Nitko, A.J. (2011). Assessment and grading in classroom. New Jersey: Pearson Education Inc.
• Chen, C. H. (2014). An adaptive scaffolding e-learning system for middle school students’ physics learning. Australasian Journal of Educational Technology, 30 (3), 342-355. https://doi.org/10.14742/ajet.430
• Collete, A.T., & Chiappetta, E.L. (1994). Science instruction in the middle and secondary schools. New York: Macmillan Publshing Company.
• Ekanayake, S. Y., & Wishart, J. (2014). Mobile phones images and video in science teaching and learning. Learning, Media and Technology, 39, 229-249, http://dx.doi.org/10.1080/17439884.2013.825628
• Faizaha, A.W.A.A., Suparmi., & Aminah, N.S. (2018). Students’ conceptions on momentum and impulse toward higher order thinking skills. 5th ICRIEMS Proceedings Published by Faculty of Mathematics and Natural Sciences, Yogyakarta States University. ISBN: 978-602-74529-3-0. 07-08 Mei 2018
• Fatima, S., & Mufti, Y. (2014). Pengembangan media pembelajaran IPA -Fisika berbasis android sebagai penguat karakter sains siswa. Journal Kaunia, X (1), 59-64. Retrieved from http://digilib.uinsuka.ac.id/26803/2/13600003_BAB-I_IV-atau V_DAFTAR-PUSTAKA.pdf
• Gedgrave, I. (2009). Modern teaching of physics. Delhi: Global Media.
• Goksu, I., & Atici, B. (2013). Need for mobile learning: Technologies and 0pportunities. Procedia Social and Behavioral Science, 103, 685 – 694. http://dx.doi.org/10.1016/j.sbspro.2013.10.388
• Hamdani, D. S. A. (2013). Mobile Learning: A good practice. Procedia Social and Behavioral Sciences, 103 , 665 – 674. https://doi.org/10.1016/j.sbspro.2013.10.386
• Khasanah, A., & Prasetyo, Z.K., (2018). Pengembangan instrumen penilaian otentik pembelajaran fisika untuk mengukur keterampilan proses sains dan berpikir kritis. Jurnal Pendidikan Fisika, 7 (5), 438-450. Retrieved from http://journal.student.uny.ac.id/ojs/index.php/pfisika/article/view/11117/10659
• Kementerian Pendidikan dan Kebudayaan. (2016). Peraturan Menteri Pendidikan Nasional No 21 Tahun 2016 tentang Standar Isi Pendidikan Dasar dan Menengah.
• Kim, M. C., & Hannafin, M. J. (2011). Scaffolding 6th graders’ problem solving in technology-enhanced science classrooms: a qualitative case study. Instructional Science. 39 (3), 255-282. http://dx.doi.org/10.1007/s11251-010-9127-4
• Lin, S. Y. (2015). Effect of scaffolding on helping introductory physics students solve quantitative problems involving strong alternative conceptions. Physical Review Physics Education Research, 11, 1-19. https://doi.org/10.1103/PhysRevSTPER.11.020105
• Lin, T. C., Hsu, Y. S., Lin, S. S., Changlai, M. L., Yang, K. Y., & Lai, T. L. (2012). A review of empirical evidence on scaffolding for science education. International Journal of Science and Mathematics Education, 10(2), 437-455. http://dx.doi.org/10.1007/s10763-011-9322-z
• Madhuri, G. V., Kantamreddi, V. S.S.N., & Goteti L. N.S. P. (2012): Promoting higher order thinking skills using inquiry-based learning. European Journal of Engineering Education, 37 (2), 117-123. http://dx.doi.org/10.1080/03043797.2012.661701
• Mardiana,N., & Kuswanto, H. (2017). Android-assisted physics mobile learning to improve senior high schools students’ divergent thinking skills and physics HOTS. AIP Conference Proceedings 1868, 070005. https://doi.org/10.1063/1.4995181
• Mundilarto. (2002). Kapita selekta pendidikan Fisika. Yogyakarta: Universitas Negeri Yogyakarta.
• Rusnayati, H., & Prima, E.C. (2011). Penerapan model pembelajaran problem based learning dengan pendekatan inkuiri untuk meningkatkan keterampilan proses sains dan penguasaan konsep elastisitas pada siswa SMA. Proceedings of Seminar Nasional Penelitian, Pendidikan dan Penerapan MIPA, Universitas Negeri Yogyakarta, 331-338.
• Rofiah, E., Aminah, N.S., & Ekawati, E.Y. (2013). Penyusunan tes kemampuan berpikir tingkat tinggi fisika pada siswa SMA. Jurnal Pendidikan Fisika, 1 (2), 17-22. Retrieved from http://www.jurnal.fkip.uns.ac.id/index.php/pFisika/article/view/2797
• Sari, N. M. R., Sunyono., & Rosilawati, I. (2017). Pengaruh scaffolding dalam pembelajaran SiMaYang untuk meningkatkan motivasi belajar dan penguasaan konsep. Jurnal Pendidikan dan Pendidikan Kimia, 7 (2), 26-37, Retrieved from http://jurnal.fkip.unila.ac.id/index.php/JPK/article/view/13577
• Saputri, A.A., & Wilujeng, I. (2017). Developing physics e-scaffolding teaching media to increase the eleventh-grade students’ problem solving ability and scientific attitude. International Journal of Environmental & Science Education, 12 (4), 729-745. Retrieved from http://www.ijese.net/makale/1841
• Schunk, D.H. (2011). Learning Theories: An Educational Perspective: 6th Edition. Boston: Addison Wesley.
• Serway, R. A., & Jewett, J. W. (2004). Physics for scientist and engineers: 6th Edition. United States: Thomson Brooks/ Cole.
• Slavin, Robert. E. (2005). Educational Psychology: Theory and Practice (8th Edition). Boston: Allyn & Bacon.
• Srisawasdi, N., & Sornkhatha, P. (2014). The effect of simulation-based inquiry on students’ conceptual learning and its potential applications in mobile learning. International Journal of Mobile Learning and Organisation 1, 8(1), 28-49. https://doi.org/10.1504/IJMLO.2014.059996
• Sukardjo. (2012). Buku Pegangan Kuliah Evaluasi Pembelajaran IPA. Program Studi Pendidikan Sains Program Pascasarjana UNY
• Sumintono, B., & Widhiarso, W. (2015). Aplikasi Pemodelan Rasch pada Assessment Pendidikan. Cimahi: Trim Komunikata Publishing House
• Sung, Y.T., Chang, K., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers and Education, 94, 252- 275. http://dx.doi.org/10.1016/j.compedu.2015.11.008
• Suryani, W., Harahap, M.B., & Sinulingga, K. (2017). The effect of scientific inquiry learning model using mind mapping and critical thinking ability toward student’s science process skills in senior high school. Jurnal Pendidikan Fisika 6 (2), 86-90. https://doi.org/10.22611/jpf.v6i2.8126
• Susilowati, E., Rusdiana, D., & Kaniawati, I. (2017). Efektivitas perkuliahan gelombang dan optika berbasis scaffolding terhadap peningkatan kebiasaan berpikir kritis. Jurnal Wahana Pendidikan Fisika, 2 (2), 68-70. http://dx.doi.org/10.17509/wapfi.v2i2.6976
• Suparno, P. (2007). Metododologi pembelajaran Fisika. Yogyakarta: Universitas Sanata Dharma
• Thiagarajan, S., Semmel, D.S., Semmel, M.I. (1974). Instructional development for training teachers of expectional children. Minneapolis, Minnesota: leadership training institute/special education, University of Minnesota.
• Thomas, T. (2011). Developing first year students’ critical thinking skills. Asian Social Science, 7 (15), 26-35. http://dx.doi.org/10.5539/ass.v7n4p26
• TIMSS & PIRLS International Study Center. (2012). TIMSS 2011 international results in science. Boston: The TIMSS & PIRLS International Study Center, Boston College. https://timssandpirls.bc.edu/timss2011/international-results-science.html.
• Trilling, B & Fadel, C. (2009). 21st century skills: Lerning for life in our times. San Fransisco: John Wiley & Sons, Inc.
• Zhu, Yue., Au, W., & Yates. (2016). University students' self-control and self regulated learning in a blended course. Internet and Higher Education, 30, 54-62. https://doi.org/10.1016/j.iheduc.2016.04.001