Himawan Putranta, Supahar, Hery Setiyatna, Siti Choiriyah, Wipsar Sunu Brams Dwandaru, Widodo, Warsono
Smartphones are no longer just a communication tool, but also a means of information exchange by students. Smartphone may also positively contribute to students’ higher order thinking skills (HOTS). This research aimed to determine smartphone usage intensity, students’ HOTS level, and the effect of smartphone usage intensity on students’ HOTS in physics learning. This quantitative research was conducted with a pre-experimental method with a single-group post-test design. The sample involved 312 students who were selected using the convenience sampling technique. The data of smartphone usage intensity was obtained using a closed-ended questionnaire and students’ HOTS were obtained through the physics HOTS test. The closed-ended questionnaire and physics HOTS test were tested for reliability and validity by six expert validators. The results of the validator’s assessment were analyzed using Aiken’s V equation to determine the validity and were analyzed through the Quest program to determine reliability. The ideal standard deviation equation was used to analyze smartphone usage intensity and students’ HOTS. Multiple regression analysis was used to analyze the effect of smartphone usage intensity on students’ HOTS. The results indicated that smartphone usage intensity and students’ HOTS level in physics learning are in high and low categories with percentages respectively of 48.72% and 51.28%. The students’ HOTS is affected by smartphone usage intensity in physics learning by 21.10%. These results indicated that the smartphone usage intensity of most students is very high, but not yet can contribute optimally to the students’ HOTS. Therefore, there necessary to have the right policies in utilizing smartphones in physics learning so that students can optimize HOTS. © 2021
Concentration of Physics Education, Department of Educational Sciences, Graduate School, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department of Physics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Concentration of Educational Research and Evaluation, Faculty of Tarbiyah Sciences, Institut Agama Islam Negeri Surakarta, Surakarta, Indonesia; Concentration of Islamic Educational Research and Evaluation, Faculty of Tarbiyah Sciences, Institut Agama Islam Negeri Surakarta, Surakarta, Indonesia; Department of Educational Sciences, Graduate School, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
