Investigating physics laboratory-based higher order thinking skills (HOTs) in Indonesian high schools
A Ismail1,2,*, A Setiawan1 , A Suhandi1,, And A Rusli3

1Science education program, Prosgraduate School, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No 229, Bandung 40154, Indonesia
2Department of physics education, Institut Pendidikan Indonesia, Jl. Pahlawan No.32, Garut 44151, Indonesia
3Department of physics, Faculty of science and information technology, Catholic Parahyangan University , Bandung 40141 Indonesia

Abstract

The existing physics laboratory is a pivotal part of teaching and learning physics. Several skills required by students can be facilitated by physics laboratory such as HOTs. However, the conventional laboratory that leads to verification laboratory was not successful training students dealing with HOTs. This present study investigates the implementation of physics laboratory based HOTs in Indonesian high schools. A comparative case study was conducted to take several data from participants. The participants of this present study are 12 physics teachers and 32 students in Indonesian high schools. A Questionnaire and critical thinking (CT) test are used to garner the data. The finding result reveals that there four main obstacles to train and develop laboratory activities-based HOTs: the limitation of time to conduct laboratory activities, the limitation of lab space, the low ability of physics teachers in designing laboratory activities-based HOTs, and low knowledge of students dealing with concepts and laws of physics. These obstacles also support another result which depicts the low achievement of students CT skills. A consideration of this result present study opens deep insight and wider context in a new form of laboratory activities in Indonesia that is augmented reality laboratory.

Keywords: Physics laboratory-Based HOTs, HOTs.

Topic: Physics Education