Implementation of higher order thinking laboratory (HOTLAB) on magnetic field with real blended virtual laboratory to improve students critical thinking skills

Setya, Winda; Agustina, Rena Denya; Putra, Riki Purnama; Prihatini, S; Hidayatulloh, Rizki; Isnaeni, P S; Malík, Adam

doi:10.1088/1742-6596/2098/1/012019

Cited by 6 publications

(7 citation statements)

References 5 publications

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“…The research results show that the virtual laboratory developed is valid and effective in improving students' critical thinking skills with an effectiveness of 78%. This research is in accordance with research conducted where virtual laboratories are effective in enhancing students' critical thinking skills (Setya et al, 2021).…”

Section: Introductionsupporting

confidence: 90%

Application of a Virtual Laboratory Containing Ethnoscience to Enhance Students' Critical Thinking Skills

Sari,

Munawir Yusuf,

Sri Yamtinah

2024

J. Educ. Technol.

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The ability to think critically is a basic ability that students of this century must have. This ability is also emphasized in the Independent Curriculum which is being implemented in Indonesia. However, there is a problem, namely that the school does not have a laboratory to carry out biology practical activities. Based on these problems, the aim of this research is to develop virtual laboratory learning media with ethnoscience content in biology subjects to improve students' critical thinking abilities. This research is a type of development research (R&D) that applies the ADDIE development model. The development process involves collaboration with media experts, material experts and students. The data collection method used was test instruments and questionnaires. The analytical method used is quantitative and qualitative. The results of research by media experts show that the media is suitable for use with an assessment of 92%. The results of the material expert assessment show that the content is suitable for use with an assessment of 88%. The results of the effectiveness test show a sig value of 0.000, where there is a real difference in students' critical thinking abilities before and after treatment. The results of the N gain test show that the effectiveness of learning media in improving critical thinking skills is 47%, which is included in the medium category. It is hoped that the laboratory media developed can contribute to variations in learning media that are in accordance with the Independent Curriculum, namely including elements of critical reasoning and global diversity.

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Section: Introductionsupporting

confidence: 90%

Application of a Virtual Laboratory Containing Ethnoscience to Enhance Students' Critical Thinking Skills

Sari,

Munawir Yusuf,

Sri Yamtinah

2024

J. Educ. Technol.

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“…Author Model of teaching Frequency 1 Nisa et al, 2018;Syarkowi, 2018;Zain & Jumadi, 2018;Maknun, 2020;Medriati et al, 2021;Ratna et al, 2021;Sermeus et al, 2021;Simatupang et al, 2021 Guided inquiry 2 Malik, Setiawan, Suhandi, Permanasari, Nasrudin et al, 2018;Malik, Setiawan, Suhandi, Permanasari, Samsudin et al, 2018;Setiawan et al, 2018;Lisdiani et al, 2019;Sutarno et al, 2019;Putra et al, 2021;Setya et al, 2021 Higher-order thinking laboratory (HOT Lab)…”

Section: Nomentioning

confidence: 99%

How to Improve Critical Thinking in Physics Learning? A Systematic Literature Review

Ubaidillah,

Hartono,

Marwoto

et al. 2023

Journal of Educational, Cultural and Psychological Studies (ECPS Journal)

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COME MIGLIORARE IL PENSIERO CRITICO NELL’APPRENDIMENTO DELLA FISICA? UNA REVISIONE SISTEMATICA DELLA LETTERATURA Abstract Critical thinking skills are essential skills needed in the 21st century. Critical thinking skills can be trained in students through student-centered learning. Through a literature review, this research aims to determine learning models that can improve critical thinking skills in physics. Data collection was based on Scopus and Google Scholar database sources. This type of document comes from journal articles with the keywords «critical thinking», «learning models», and «physics learning» from the years (2011-2021). The literature review used procedures adapted from PRISMA. Documents published are based on predetermined content analysis criteria, including year of publication, author, article source, learning model, physics material topic, research subject, education level, and assessment. Inquiry learning and the higher-order thinking laboratory (HOT Lab) dominate the learning models used to improve critical thinking skills. The critical skills indicators used vary. Indicators of critical thinking skills. Self-regulated learning is rarely used in research instruments compared to other indicators of critical thinking skills. The instruments used are multiple-choice, essays, worksheets, and observation sheets. Research respondents at the university level are often used in studies of critical thinking skills. Fluid mechanics is a topic that is often used in research. This research contributes to improving students’ critical thinking skills through various recommended learning models. Research findings show that student-centered learning models can improve critical thinking skills.

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“…The HOT-Lab stage consists of five stages: 1) understanding the challenges, 2) generating ideas, 3) preparing practicum activities, 4) conducting practicum activities, and 5) communicating and evaluating the results of the activities (Malik & Setiawan, 2016). Several studies have shown that the HOT-Lab model is effective in developing student competencies such as critical thinking skills (Setiawan et al, 2018;Setya et al, 2021), creative thinking Sapriadil et al, 2019), to the ability to communicate scientifically (Sapriadil et al, 2018). Therefore, this study aims to develop practicum guidelines with the term HOT-Lab and explore the effect of using HOT-Lab in improving the scientific reasoning of prospective teacher students.…”

Section: Introductionmentioning

confidence: 99%

Developing Higher Order Thinking Laboratory (Hot-Lab) to Promote General Scientific Reasoning of Student-Teachers in Physics Practices

Alatas

Suryadi

Saputra

2023

JPF

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This study aims to develop physics practicum guidelines that can improve students' scientific reasoning. The development of practicum guidelines in this study was based on the principles of the Higher Order Thinking Laboratory (HOT-Lab). Using the ADDIE design, which consists of five stages: analyze, design, develop, implement, and evaluate, general physics practicum guidelines are developed in three parts, namely pre-practicum, lab, and post-practicum. The participants involved consisted of two groups: five experts and 88 students taking general physics courses. The pre-practicum stage is the part that distinguishes this practicum guideline from conventional practicum guidelines, where students are presented with "real-world problems" and opportunities to make hypotheses. The results showed that the practicum guideline products developed were deemed feasible and effective for developing students' scientific reasoning. This study shows that students' scientific reasoning for using practicum guidelines based on HOT-Lab principles is significantly higher than those who use conventional practicum guidelines. In conclusion, the guideline developed was valid, feasible, and effective in improving students’ scientific reasoning. This study recommends considering the features of the HOT-Lab practicum activities to be used for similar practicum activities in other places or relevant courses.

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Implementation of higher order thinking laboratory (HOTLAB) on magnetic field with real blended virtual laboratory to improve students critical thinking skills

Cited by 6 publications

References 5 publications

Application of a Virtual Laboratory Containing Ethnoscience to Enhance Students' Critical Thinking Skills

Application of a Virtual Laboratory Containing Ethnoscience to Enhance Students' Critical Thinking Skills

How to Improve Critical Thinking in Physics Learning? A Systematic Literature Review

Developing Higher Order Thinking Laboratory (Hot-Lab) to Promote General Scientific Reasoning of Student-Teachers in Physics Practices

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