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

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%.