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All Journal Momentum: Physics Education Journal Journal of Environment and Sustainability Education
Nuzulira Janeusse Fratiwi
Universitas Pendidikan Indonesia, Indonesia
Chemistry Education Environmental Science Physics Other

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Exploring HOTS on global warming concepts, self-efficacy and learning motivation among high school students Lina Aviyanti; Nuzulira Janeusse Fratiwi; Amalia Weka Gani; Abdul Salam; Gilbert Hugo T. Simbolon; Muhammad Guntur Purwanto
Momentum: Physics Education Journal Vol. 9 No. 2 (2025)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v9i2.11335

Abstract

This study aims to explore Higher-Order Thinking Skills (HOTS) in relation to global warming materials, self-efficacy, and learning motivation among high school students. This study employed a quantitative descriptive method, involving 268 students (119 males and 149 females) from three high schools in West Java, Indonesia. The instruments used in this study included two-tier multiple-choice questions to measure higher-order thinking skills (HOTS), the Physics Learning Self-Efficacy (PLSE) scale to assess self-efficacy, and a Likert scale questionnaire to evaluate learning motivation. Findings revealed that students excelled in analyzing and evaluating tasks but struggled with tasks involving creation. Self-efficacy was moderate, with students showing confidence in their theoretical knowledge but less so in applying it to real-world situations. Learning motivation was generally high, particularly in terms of resilience and achievement, though persistence and engagement required improvement. However, the regression analysis indicated no significant relationship between self-efficacy and HOTS or between learning motivation and HOTS, reflecting that self-efficacy and learning motivation alone do not directly predict students' performance in HOTS. These results emphasize the need for educational strategies that promote HOTS, enhance self-efficacy, and sustain learning motivation to equip students for increasingly complex global challenges.
Post-pandemic e-teaching: Developing the Game for Microscopic Atom Simulation (GEMAS) to enhance students' scientific conceptions of phase structures Muhammad Zahran; Achmad Samsudin; Hera Novia; Nuzulira Janeusse Fratiwi; Nurdini Nurdini; Dena Tresna Ningsih; Eki Nugraha; Hadi Nasbey; Mustafa Sözbilir
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.55

Abstract

This research focuses on the early development of GEMAS (Game for Microscopic Atom Simulation) as an innovative digital teaching tool designed to support instruction on phase structures in physics education. In response to the post-pandemic shift towards technology-enhanced teaching, GEMAS was developed to integrate interactive, simulation-based pedagogy that enhances conceptual visualization. The study follows the 3D model (Define, Design, and Develop) and employs Multifaceted Rasch Measurement (MRFM) for evaluation. Validation was conducted by five experts, assessing curriculum alignment, scientific accuracy, language clarity, visual arrangement, and instructional effectiveness. These dimensions align with best practices in e-teaching, ensuring accessibility, engagement, and pedagogical rigor. MRFM analysis confirms the tool’s validity, with positive average scores across all indicators. The findings suggest that GEMAS is a well-designed digital resource, ready for implementation to enhance physics instruction in post-pandemic educational settings. The implications of this study extend beyond validating GEMAS as a tool; it demonstrates how immersive 3D simulations can address persistent misconceptions in physics education, particularly in post-pandemic contexts where digital engagement is critical. By bridging abstract concepts with interactive visualization, GEMAS offers a scalable model for enhancing e-teaching practices and fostering deeper conceptual understanding among students.
Co-Authors Abdul Salam Achmad Samsudin Amalia Weka Gani Dena Tresna Ningsih Eki Nugraha Gilbert Hugo T. Simbolon Hadi Nasbey Hera Novia Lina Aviyanti Muhammad Guntur Purwanto Muhammad Zahran Mustafa Sözbilir Nurdini Nurdini