ENHANCING CRITICAL THINKING SKILLS THROUGH ANDROID-ASSISTED VIRTUAL PHYSICS LEARNING: A FOCUS ON HOTS DEVELOPMENT

Nana Mardiana; Bania Maulina; Nani Mardiani; Sumiyyah Sabar; Leila M. Collantes

doi:10.22437/jiituj.v9i2.34373

Authors

Nana Mardiana Universitas Islam Sumatera Utara https://orcid.org/0000-0003-1115-4809
Bania Maulina Universitas Islam Sumatera Utara https://orcid.org/0009-0007-1615-7466
Nani Mardiani SMAN 3 Pujud Rokan Hilir
Sumiyyah Sabar Universiti Sains Malaysia https://orcid.org/0000-0002-8925-5610
Leila M. Collantes Central Luzon State University https://orcid.org/0000-0003-0731-4160

DOI:

https://doi.org/10.22437/jiituj.v9i2.34373

Keywords:

Android-Assisted, Critical Thinking Skills, Effectiveness, Physics Mobile Learning, Physics HOTS, Virtual

Abstract

This study investigates the effectiveness of Android-assisted virtual physics learning developed using Smart Application Creator in enhancing students' critical thinking skills during the study of optical material in high school. The novelty of this research lies in its integration of mobile-based virtual learning environments with a targeted emphasis on Higher Order Thinking Skills (HOTS) a crucial competency in 21st-century education. While prior studies have explored virtual learning media in science education, few have systematically examined their cognitive impact particularly on critical thinking in the context of physics. A quasi-experimental design with a nonequivalent control group was used, and purposive sampling determined the participant pool. Data were collected using validated test instruments designed to assess five core indicators of critical thinking. Statistical analysis through an independent sample t-test at a significance level of α = 0.05 revealed a sig. (2-tailed) value of 0.00, indicating a significant difference between the experimental and control groups. The average N-Gain in the experimental group (0.74) significantly outperformed that of the control group (0.53). The most notable improvements in the experimental group included the ability to evaluate arguments (88.2%), draw conclusions (84.3%), identify assumptions (80.4%), apply deductive reasoning (75.2%), and logically interpret data (65%). These findings demonstrate the pedagogical potential of Android-based virtual media in supporting cognitive development in physics learning. The study provides a foundation for developing scalable, interactive learning tools that align with HOTS frameworks, offering new directions for physics instruction in digitally driven classrooms.

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Author Biographies

Nana Mardiana, Universitas Islam Sumatera Utara

Physics Education, Universitas Islam Sumatera Utara, Sumatera Utara, Indonesia

Bania Maulina, Universitas Islam Sumatera Utara

Faculty of Medical, Universitas Islam Sumatera Utara, Sumatera Utara, Indonesia

Nani Mardiani, SMAN 3 Pujud Rokan Hilir

Physics Education, Rokan Hilir, Riau, Indonesia

Sumiyyah Sabar, Universiti Sains Malaysia

School of Distance Education, Universiti Sains Malaysia, Penang, Malaysia

Leila M. Collantes, Central Luzon State University

Faculty of the Secondary Education Department, Central Luzon State University, Nueva Ecija, Philippines

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