The aims of this research were to analyze the needs and to design electronic worksheet to develop High Order Thinking Skills (HOTS) in static fluid material at Islamic High School Ar Raihan and SMAN 6 Bandar Lampung. The research method used in this study was two steps of Research and Development (R&D) with mixed methods. Step 1: analyze the needs by doing: (a) front end analysis including analyze the needs of teachers and students, and (b) learner analysis which focused on students’ HOTS with pre experimental design i.e. one shot case study. Step 2: make hypothetic design of e-Worksheet through Focus Group Discussion (FGD). The study results show the information from front analysis that the analysis of teachers need is 75% hasn’t mastered the newest multimedia yet, find difficulties in leading the students to think scientifically, and have not developed appropriate e-worksheet. The analysis of students need shows that 72% students were interested in electronic learning media, 88% hasn’t be familiar with experiment method and there is no appropriate e-worksheet as they wished yet. Learner analysis shows that Sign 2 tailed 0,000 < 0,05 so that the students mostly don’t have HOTS yet. Finally, tested design is obtained from Guided Inquiry based e-worksheet to develop HOTS.
This study aimed to describe the generic science skills of students who were conducting experiments on the mechanics practicum. This research was qualitative descriptive research. The research subjects were the students of the Physics Education Study Program of UIN Raden Intan Lampung in the academic year of 2019 with a total of 130 students. The data collection technique employed was the non-test technique with the observation sheets and interview guidelines as the research instruments. Student activities were observed by 4 observers through direct observation, indirect observation, quantities scale awareness, logical framework, the law of cause and effect, observation, and conclusion. The indicators of the generic science skills in this research were based on the analysis of previous research related to the relationship between generic science skills and 21st-century skills. The percentage of generic science skills was analyzed using descriptive statistics. The results showed that the students’ overall average generic science skills were 67% which was in the moderate category. The highest was in the direct and indirect observations with a percentage of 78% which was in the high category while the lowest was in the principle-compliant logic framework with a percentage of 59% which was in the poor category. Due to the poor research results in several categories, it is suggested that educators reaffirm generic science skills in learning considering the importance of these skills to support students’ understanding and skills.
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