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Assessing Higher-Order Thinking Skills in Physics: A Comparative Study of Paper-Based and Computer-Based Method Rahman Eka Cahya Rahman Eka Cahya; Budi Jatmiko Budi Jatmiko; Mita Anggaryani; Dwikoranto; Salma Hasna Hamiydah
Journal of Digitalization in Physics Education Vol. 1 No. 2 (2025): August
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jdpe.v1i2.41235

Objective: This research is a quasi-experimental investigation with a non-equivalent control group design, aiming to analyse the differences in the use of CBT and PBT methods for HOTs' question assessments. Method: This research employed a quantitative approach, conducting statistical tests using SPSS 26 on each of 35 students by comparing the N-Gain results in the control group using PBT and the experimental group using CBT. Furthermore, normality tests, homogeneity tests, and independent sample-T tests were conducted to determine the significance of the differences between CBT and PBT results. Results: The N-Gain of the experimental group is 0.7652 higher than the N-Gain of the control group is 0.2272. Therefore, the CBT method is more effective than the PBT method. The datum distributed normally and homogeneously both to control group and experimental group, resulting the Sig. (2-tailed) in the independent sample-T test is 0.000 < 0.05. It is concluded, that there is a significant difference between the use of the PBT and CBT methods for assessing HOTs questions. Novelty: This research compares the use of digital and conventional technology in physics learning, especially to improve students' cognitive domain in achieving high-order thinking skills (HOTs), which is one of the important aspects of 21st-century education.

Ethnomathematical Insights into Student Errors: Javanese Calendar and Pigeonhole Principle Ahmad Ryan Hidayat; Ali Shodikin; Salma Hasna Hamiydah
Journal of Current Studies in SDGs Vol. 1 No. 3 (2025): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.1.3.58

Objective: This article aims to examine the implications for student learning by investigating student errors through the lens of the pigeonhole principle and the Javanese calendar. Method: The study used a descriptive qualitative research method and included six high school students and vocational students. Data collection involved tests and interviews. The researchers focused on Ethnomathematics problems related to the Javanese calendar system. Result: The analysis of student responses revealed several types of errors based on Watson's criteria for error analysis in problem-solving. These errors included inappropriate data, inappropriate procedure, and undirected manipulation. Students struggled with understanding the given information, selecting appropriate procedures, and applying logical reasoning. Novelty: Interestingly, the researchers found that when the students were provided with guidance and assistance, they were able to grasp the concepts and successfully solve the problems. This suggests that the students had the potential to understand the material but lacked prior exposure to the concepts, particularly the pigeonhole principle.

Ethnomathematical Insights into Student Errors: Javanese Calendar and Pigeonhole Principle Ahmad Ryan Hidayat; Ali Shodikin; Salma Hasna Hamiydah
Journal of Current Studies in SDGs Vol. 1 No. 3 (2025): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.1.3.58

Objective: This article aims to examine the implications for student learning by investigating student errors through the lens of the pigeonhole principle and the Javanese calendar. Method: The study used a descriptive qualitative research method and included six high school students and vocational students. Data collection involved tests and interviews. The researchers focused on Ethnomathematics problems related to the Javanese calendar system. Result: The analysis of student responses revealed several types of errors based on Watson's criteria for error analysis in problem-solving. These errors included inappropriate data, inappropriate procedure, and undirected manipulation. Students struggled with understanding the given information, selecting appropriate procedures, and applying logical reasoning. Novelty: Interestingly, the researchers found that when the students were provided with guidance and assistance, they were able to grasp the concepts and successfully solve the problems. This suggests that the students had the potential to understand the material but lacked prior exposure to the concepts, particularly the pigeonhole principle.

Higher-Order Thinking Skills in Science Teacher Education: A Bibliometric Analysis Over the Last 11 Years Rifatul Himmah; Elsa Monica; Moch Faizul Huda; Steven Taniwan; Salma Hasna Hamiydah; Muhammad Rey Dafa Ahmadi
Journal of Law and Bibliometrics Studies Vol. 3 No. 1 (2027): April
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.3.1.262

Objective: This study examines the research landscape of higher-order thinking skills (HOTS) in science teacher education within the framework of Education for Sustainable Development (ESD) from 2015 to 2025, addressing the limited integration of HOTS, science teacher education, and ESD in previous bibliometric studies. Methods: A bibliometric analysis was conducted using Scopus-indexed journal articles. After screening using PRISMA 2020, 108 articles were analyzed using Bibliometrix/Biblioshiny to examine publication trends, influential contributors, and thematic development. Results: HOTS research has grown substantially over the past decade, with the highest number of publications recorded in 2025. Indonesia emerged as a leading contributor, while the International Journal of Science Education (7 publications) and Sustainability (6 publications) were the most prolific journals. Thematic analysis identified four major thematic clusters, revealing a conceptual shift from individual cognitive skills toward inquiry-based learning, project-based learning, teacher education, sustainability, and generative artificial intelligence. Novelty: This study extends existing bibliometric research by integrating higher-order thinking skills, science teacher education, and Education for Sustainable Development within a single analytical framework, providing a more comprehensive understanding of the field's intellectual structure, thematic evolution, and future research directions.

Higher-Order Thinking Skills in Science Teacher Education: A Bibliometric Analysis Over the Last 11 Years Rifatul Himmah; Elsa Monica; Moch Faizul Huda; Steven Taniwan; Salma Hasna Hamiydah; Muhammad Rey Dafa Ahmadi
Journal of Law and Bibliometrics Studies Vol. 3 No. 1 (2027): April
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.3.1.262

Objective: This study examines the research landscape of higher-order thinking skills (HOTS) in science teacher education within the framework of Education for Sustainable Development (ESD) from 2015 to 2025, addressing the limited integration of HOTS, science teacher education, and ESD in previous bibliometric studies. Methods: A bibliometric analysis was conducted using Scopus-indexed journal articles. After screening using PRISMA 2020, 108 articles were analyzed using Bibliometrix/Biblioshiny to examine publication trends, influential contributors, and thematic development. Results: HOTS research has grown substantially over the past decade, with the highest number of publications recorded in 2025. Indonesia emerged as a leading contributor, while the International Journal of Science Education (7 publications) and Sustainability (6 publications) were the most prolific journals. Thematic analysis identified four major thematic clusters, revealing a conceptual shift from individual cognitive skills toward inquiry-based learning, project-based learning, teacher education, sustainability, and generative artificial intelligence. Novelty: This study extends existing bibliometric research by integrating higher-order thinking skills, science teacher education, and Education for Sustainable Development within a single analytical framework, providing a more comprehensive understanding of the field's intellectual structure, thematic evolution, and future research directions.

The Integration of Digital Technology into Physics Education for Sustainable Development: A Literature Review Ike Anggraini Anggraini; Rahmatta Thoriq Lintangesukmanjaya; Dwikoranto Dwikoranto; Salma Hasna Hamiydah; Lindsay Natalia Bergsma; Neisya Azaria Adinda Putri
Journal of Innovative Technology and Sustainability Education Vol. 2 No. 2 (2026): August
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.2.2.139

Objective: This study aims to identify various forms of digital technology used in physics learning to support sustainable education, analyze how these technologies are integrated into the physics learning process, and examine the challenges and opportunities of implementing technology-enhanced physics education for sustainable development. Method: This study employed a qualitative approach, using a literature review to examine prior research on technology-enhanced physics education. The dataset consisted of 20 journal articles published between 2017 and 2025, retrieved from Scopus and Google Scholar. Results: The findings indicate that various forms of digital technology, such as simulations, virtual laboratories, augmented reality (AR), virtual reality (VR), and digital learning resources, are widely used in physics education. These technologies support the visualization of abstract physics concepts, increase students’ engagement and motivation, and improve conceptual understanding and problem-solving skills. The reviewed studies also show that digital technologies are frequently integrated with pedagogical approaches such as problem-based learning, flipped classroom learning, and scaffolding strategies to create more interactive and student-centered learning environments. In addition, several challenges were identified, including limitations in technological infrastructure and teachers’ readiness to integrate digital tools in teaching practices. Novelty: This study contributes to the existing literature by synthesizing recent research on integrating digital technology into physics education for sustainable development. It identifies the types of digital technologies, their pedagogical integration, and the challenges and opportunities associated with their implementation, providing insights for future research and the development of more effective technology-enhanced physics learning.

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