The Effect of Smartphone Usage Intensity on High School Students' Higher Order Thinking Skills in Physics Learning
Research Article
DOI:
https://doi.org/10.36681/Keywords:
Higher-order thinking skills, high school students, physics learning, smartphone usage intensityAbstract
Smartphones are no longer just a communication tool, but also a means of exchanging information by students. Hence, smartphones may also positively contribute upon higher order thinking skills (HOTS) of students in physics learning. This research aimed to determine the smartphone usage intensity, the HOTS level of students, and the effect of the smartphone usage intensity on students' HOTS in physics learning. The data of smartphone usage intensity was obtained using a questionnaire and students' HOTS were obtained through solving physics HOTS test. The results of this research indicate that the smartphone usage intensity and the HOTS level of students in physics learning are in high and low categories with percentages of 48.72% and 51.28%, respectively. Therefore, students' HOTS are affected by the intensity of the use of smartphones in physics learning by 21.07%. These results indicate that the smartphone usage intensity of most students is very high, but not yet able to contribute optimally to the students' HOTS. Therefore, there needs to be a special treatment in utilizing smartphones in physics learning to optimize the students' HOTS.
Downloads
References
Aiken, L. S., & Stephen, G. (1985). Multiple regression: Testing and interpreting interactions.
Al-Mashaqbeh, I. F. (2016). IPad in elementary school math learning setting. International Journal of Emerging Technologies in Learning (iJET), 11(2), 32-46. https://doi.org/10.3991/ijet.v11i02.5053
Alzubi, A., & Singh, M. (2018). The impact of social strategies through smartphones on the Saudi students’ socio-cultural autonomy in EFL reading context. International Electronic Journal of Elementary Education, 11(1), 31-40. https://doi.org/10.26822/iejee.2018143958
Anderson, L. (2014). W., & Krathwohl, DR (2001). A taxonomy for learning, teaching, and assessing. Pearson Education Limited.
Arslan, R., Kofoğlu, M., & Dargut, C. (2020). Development of augmented reality application for biology education. Journal of Turkish Science Education, 17(1), 62-72. https://doi.org/10.36681/tused.2020.13
Astuti, I. A. D., Dasmo, & Nurullaeli. (2018). The use of pocket mobile learning to improve critical thinking skills in physics learning. International Journal of Recent Contributions from Engineering, Science & IT, 6(4), 80-86. https://doi.org/10.3991/ijes.v6i4.8877
Awedh, M., Mueen, A., Zafar, B., & Manzoor, U. (2014). Using socrative and smartphones for the support of collaborative learning. International Journal on Integrating Technology in Education (IJITE), 3(4), 17-24. https://doi.org/10.5121/ijite.2014.3402
Azwar, S. (2012). Reliability and validity 4th edition. Pustaka Pelajar.
Bozdoğan, A. E., & Uzoğlu, M. (2015). Science and technology teachers’ opinions about problems faced while teaching 8th grade science unit “force and motion” and suggestions for solutions. Journal of Turkish Science Education, 12(1), 57-70. https://doi.org/10.12973/tused.10133a
Cheng, P. H., Yang, Y. T. C., Chang, S. H. G., & Kuo, F. R. R. (2015). 5E mobile inquiry learning approach for enhancing learning motivation and scientific inquiry ability of university students. IEEE Transactions on Education, 59(2), 147-153. https://doi.org/10.1109/TE.2015.2467352
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education.
Drape, N. R., & Smith, H. (1996). Applied regression analysis. John Wiley and Sons Inc.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th edition). McGraw-Hill.
Gülen, S., & Yaman, S. (2019). The effect of integration of STEM disciplines into Toulmin's argumentation model on students’ academic achievement, reflective thinking, and psychomotor skills. Journal of Turkish Science Education, 16(2), 216-230. https://doi.org/10.12973/tused.10276a
Hadi, S., Retnawati, H., Munadi, S., Apino, E., & Wulandari, N. F. (2018). The difficulties of high school students in solving higher order thinking skills problems. Problems of Education in the 21st Century, 4(76), 520-532. http://oaji.net/articles/2017/457-1533495738.pdf
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, 6(2), 1-19. https://doi.org/10.1007/s10956-018-9731-7
Hugerat, M., & Kortam, N. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 447-454. https://doi.org/10.12973/eurasia.2014.1107a
Istiyono, E. (2017). The analysis of senior high school students’ physics HOTS in Bantul district measured using PhysReMChoTHOTS. AIP Conference Proceedings, 1(1868), 070008. https://doi.org/10.1063/1.4995184
Istiyono, E., Dwandaru, W. S. B., Setiawan, R., & Megawati, I. (2020). Developing of computerized adaptive testing to measure physics higher order thinking skills of senior high school students and its feasibility of use. European Journal of Educational Research, 9(1), 91-101. https://doi.org/10.12973/eu-jer.9.1.91
Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. Sage.
Karaca, S., & Şimşek, Ö. (2019). The Turkish physics teachers’ views of the ‘radiation’ subject in the current textbooks. Journal of Turkish Science Education, 16(3), 290-298. https://doi.org/10.12973/tused.10282a
Karanfiller, T., Göksu, H., & Yarkan, K. (2017). Basic concept teaching mobile application design for students with special education needs. Egitim ve Bilim, 42(192), 76-87. https://doi.org/10.15390/EB.2017.7146
Khaeriyah, K., & Mahmud, A. (2017). The effect of smartphone usage intensity use and internet utilization of learning motivation and economic learning outcomes. Economic Education Analysis Journal, 6(1), 140-149. https://journal.unnes.ac.id/sju/index.php/eeaj/article/view/13480/7364
Klein, P., Hirth, M., Gröber, S., Kuhn, J., & Müller, A. (2014). Classical experiments revisited: Smartphones and tablet PCs as experimental tools in acoustics and optics. Physics Education, 49(4), 412-419. https://doi.org/10.1088/0031-9120/49/4/412
Klein, P., Kuhn, J., Müller, A., & Gröber, S. (2015). Video analysis exercises in regular introductory physics courses: Effects of conventional methods and possibilities of mobile devices. Multidisciplinary Research on Teaching and Learning, 7(1), 270-271. https://doi.org/10.1057/9781137467744_15
Kuhn, J., & Vogt, P. (2013). Smartphones as experimental tools: Different methods to determine the gravitational acceleration in classroom physics by using everyday devices. European Journal of Physics Education, 4(1), 16-27. https://files.eric.ed.gov/fulltext/EJ1052301.pdf
Kwon, Y., Kang, K., & Bae, C. (2014). Unsupervised learning for human activity recognition using smartphone sensors. Expert Systems with Applications, 41(14), 6067-6074. https://doi.org/10.1016/j.eswa.2014.04.037
Liu, C. Y., Wu, C. J., Wong, W. K., Lien, Y. W., & Chao, T. K. (2017). Scientific modeling with mobile devices in high school physics labs. Computers & Education, 105, 44-56. https://doi.org/10.1016/j.compedu.2016.11.004
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, 070005. https://doi.org/10.1063/1.4995181
Martinez, L., & Garaizar, P. (2014). Physics learning down a slide: A set of experiments to measure reality through smartphone sensors. Proceedings of the IEEE Global Engineering Education Conference (EDUCON), Turkey, 75, 1153-1156. https://doi.org/10.3991/ijim.v8i3.3873
Mertala, P. (2016). Fun and games-finnish children’s ideas for the use of digital media in preschool. Nordic Journal of Digital Literacy, 4(11), 207-226. https://doi.org/10.18261/issn.1891-943x2016-04-01
Mulyeni, T., Jamaris, M., & Supriyati, Y. (2019). Improving basic science process skills through inquiry-based approach in learning science for early elementary students. Journal of Turkish Science Education, 16(2), 187-201. https://doi.org/10.12973/tused.10274a
Parmin & Sajidan. (2014). The application of STEM education in science learning at schools in industrial areas. Journal of Turkish Science Education, 11(1), 3-23. https://doi.org/10.12973/tused.10281a
Pogrow, S. (2005). HOTS revisited: A thinking development approach to reducing the learning gap after grade 3. Phi Delta Kappa, 87(1), 64-75. https://doi.org/10.1177/003172170508700111
Prayogi, S., Muhali, M., Yuliyanti, S., Asy'ari, M., Azmi, I., & Verawati, N. N. S. P. (2019). The effect of presenting anomalous data on improving student’s critical thinking ability. International Journal of Emerging Technologies in Learning, 14(6), 68-79. https://doi.org/10.3991/ijet.v14i06.9717
Rabacal, J. S. (2016). Test of science process skills of biology students towards developing of learning exercises. Asia Pacific Journal of Multidisciplinary Research, 4(4), 9-16. http://www.apjmr.com/wp-content/uploads/2016/08/APJMR-2016.4.4.02.pdf
Rawlings, J. O., Pantula, S. G., & Dickey, D. A. (2001). Applied regression analysis: a research tool. Springer Science & Business Media.
Rokhmat, J., Marzuki, Wahyudi, & Putrie, S. D. (2019). A strategy of scaffolding development to increase students’ problem-solving abilities: The case of physics learning with causalitic-thinking approach. Journal of Turkish Science Education, 16(4), 569-579. https://doi.org/10.36681/tused.2020.8
Sahin-Topalcengiz, E., & Yildirim, B. (2020). Teachers' opinions about distance web 2.0 tools training and teachers' in-class web 2.0 practices. Journal of Turkish Science Education, 17(4), 561-577. https://doi.org/10.36681/tused.2020.45
Saido, G. A. M., Siraj, S., Nordin, A. B., & Al-Amedy, O. S. (2015). Teaching strategies for promoting higher order thinking skills: A case of secondary science teachers. Malaysian Online Journal of Educational Management, 3(4), 16-30. https://mojem.um.edu.my/article/view/6077/3788
Sariyatun, Joebagio, H., & Akhyar, M. (2018). Teachers’ perception on digital teaching material development in social science education. Journal of Turkish Science Education, 15(1), 13-21. https://doi.org/10.12973/tused.10252a
Shatri, Z. G. (2020). Advantages and disadvantages of using information technology in learning process of students. Journal of Turkish Science Education, 17(3), 420-428. https://doi.org/10.36681/tused.2020.36
Shi, W. Z., Sun, J., Huan, C. X., & Huan, W. (2016). Assessing the use of smartphone in the university general physics laboratory. EURASIA Journal of Mathematics, Science and Technology Education, 12(1), 125–132. https://doi.org/10.12973/eurasia.2016.1424a
Sinambela, S. E., & Saragih, A. (2018). Promoting HOTS and better literacy for EFL students through the cognitively challenging reading material. Proceedings of the The 1st Annual International Conference on Language and Literature, KnE Social Sciences, 806–815. https://doi.org/10.18502/kss.v3i4.1987
Subali, B., & Suyata, P. (2011). Guide to analyzing educational measurement data to obtain empirical evidence of validity using the Quest program. Institute for Research and Community Service at Yogyakarta State University.
Sukardiyono, Rosana, D. & Dwandaru, W. S. B. (2019). Measuring junior high school students’ science learning and science process skills through and integrated science instructional assessment. Journal of Turkish Science Education, 16(4), 467-477. https://doi.org/10.36681/tused.2020.1
Sumintono, B., & Widhiarso, W. (2015). Rasch modeling application in educational assessments. Trim Komunikata.
Suprapto, E., Saryanto, Sumiharsono, R., & Ramadhan, S (2020). The analysis of instrument quality to measure the students' higher order thinking skill in physics learning. Journal of Turkish Science Education, 17(4), 520-527. https://doi.org/10.36681/tused.2020.4
Suprapto, N., Chang, T. S., & Ku, C. H. (2017). Conception of physics learning and self-efficacy among Indonesian university students. Journal of Baltic Science Education, 16(1), 80-92. http://www.scientiasocialis.lt/jbse/files/pdf/vol16/7-19.Suprapto_JBSE_Vol.16_No.1.pdf.
Susilo, S. V., & Yanto, A. (2018, September). Multiliteration pedagogic model based on higher order thinking skill (HOTS) as efforts to face the 21st century education in education from Ki Hadjar Dewantara. Paper presented at the 3rd National Seminar on Educational Innovation. https://doi.org/10.20961/shes.v1i2
Svensson, T. (2017). Smartphone physics-a smart approach to practical work in science education? Stockholm Universitet.
Tanudjaya, C. P., & Doorman, M. (2020). Examining higher order thinking in Indonesian Lower secondary mathematics classrooms. Journal on Mathematics Education, 11(2), 277-300. https://doi.org/10.22342/jme.11.2.11000.277-300
Utomo, A. P., & Narulita, E. (2018). Diversification of reasoning science test items of TIMSS grade 8 based on higher order thinking skills: A case study of Indonesian students. Journal of Baltic Science Education, 17(1), 152-161. http://www.scientiasocialis.lt/jbse/files/pdf/vol17/152-161. Utomo_JBSE_Vol.17_No.1.pdf
van Deursen, A. J. A. M., Bolle, C. L., Hegner, S. M., & Kommers, P. A. M. (2015). Modeling habitual and addictive smartphone behaviour: The role of smartphone usage types, emotional intelligence, social stress, self-regulation, age, and gender. Computers in Human Behavior, 45, 411-420. https://doi.org/10.1016/j.chb.2014.12.039
Vieyra, R., Vieyra, C., Jeanjacquot, P., Marti, A., & Monteiro, M. (2015). Turn your smartphone into a science laboratory. The Science Teacher, 82(9), 32. https://doi.org/10.2505/4/tst15_082_09_32
Wartono, W., Hudha, M. R., & Batlolona, J. R. (2018). How are the physics critical thinking skills of the students taught by using inquiry-discovery through empirical and theorethical overview? EURASIA Journal of Mathematics, Science and Technology Education, 14(2), 691-697. https://doi.org/10.12973/ejmste/80632
Wirjawan, J. V., Pratama, D., Pratidhina, E., Wijaya, A., & Untung, B. (2020). Development of smartphone app as media to learn impulse-momentum topics for high school students. International Journal of Instruction, 13(3), 17-30. https://doi.org/10.29333/iji.2020.1332a
Yang, Y., van Aalst, J., & Chan, C. K. (2020). Dynamics of reflective assessment and knowledge building for academically low-achieving students. American Educational Research Journal, 57(3), 1241-1289. https://doi.org/10.3102/0002831219872444
Yanti, F. A., Kuswanto, H., Mundilarto, Habibi, & Rosa, F. O. (2019). Pre-service physics teachers’ research activities by research-based learning. Journal of Turkish Science Education, 16(1), 77-84. https://doi.org/10.12973/tused.10267a
Yee, M. H., Yunos, J. M., Othman, W., Hassan, R., Tee, T. K., & Mohamad, M. M. (2015). Disparity of learning styles and higher order thinking skills among technical students. Procedia-Social and Behavioral Sciences, 204, 143-152. https://doi.org/10.1016/j.sbspro.2015.08.127
Downloads
Issue
Section
Published
License
Copyright (c) 2021 Journal of Turkish Science Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
How to Cite
