Integrating OLabs in Problem-Based Hybrid Learning: Effects on Higher Order Thinking Skills
DOI:
https://doi.org/10.26618/jpf.v13i1.15970Keywords:
heat, heat transfer, hots, olabs, problem-based hybrid learningAbstract
This study was motivated by the low levels of student engagement and higher-order thinking skills (HOTS) observed in a preliminary investigation at State High School 1 Talaga, exacerbated by limited laboratory resources that hindered effective learning. The research aimed to explore the effect of a Problem-Based Hybrid Learning (Pro-BHL) model, supported by OLabs (Online Laboratory), on improving students' HOTS, specifically in the topics of heat and heat transfer. A quasi-experimental design with a posttest-only control group was implemented, involving 244 students from 7 classes. Through purposive sampling, the study selected class XI MIPA 3 as the experimental group and XI MIPA 2 as the control group. HOTS was measured via an essay-based posttest, addressing analysis (C4), evaluation (C5), and creation (C6) indicators. The results, analyzed using a t-test at a significance level of α = 0.05, revealed a statistically significant improvement in the experimental group’s HOTS (tcount = 6.65 > ttable = 1.67), rejecting the null hypothesis and confirming the effectiveness of the Pro-BHL model supported by OLabs. The findings indicate that this hybrid learning model significantly enhanced students' higher-order thinking skills in the studied topics. The research highlights the potential of integrating technology like OLabs into problem-based learning frameworks, providing a scalable solution to overcome practical limitations in science education. Future research could explore integrating other virtual laboratory platforms and extending the model to different learning environments.
References
Agustin, D., Masitoh, S., & Bachri, B. S. (2024). Development of hybrid problem-based learning (hyprobel) learning model on basic programming algorithm material. International Journal of Current Educational Research, 3(2), 133-149. https://doi.org/10.53621/ijocer.v3i2.370
Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012
Al-Kamsari, F., & Alias, N. (2024). Exploring the readiness of high school physics students for project-based hybrid learning in the Sultanate of Oman. Eurasia Journal of Mathematics, Science and Technology Education, 20(2), 1-12. https://doi.org/10.29333/ejmste/14241
Alghamdi, M. S., Khater, M. E., Arabi, M., & Abdel-Rahman, E. M. (2024). Dynamics of large oscillations in electrostatic MEMS. Physics Reports, 1094, 1–36. https://doi.org/10.1016/j.physrep.2024.09.011
Amin, S., Sumarni., Bachri, S., Susilo, S., & Bashith, A. (2020). The Effect of Problem-Based Hybrid Learning (PBHL) Models on Spatial Thinking Ability and Geography Learning Outcomes. International Journal of Emerging Technologies in Learning (iJET), 15(19), 83-94.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: a revision of bloom’s taxonomy of educational objectives: Complete edition. Addison Wesley Longman, Inc.
Anggraeni, F., Rosidin, U., & Suana, W. (2011). Perbandingan hasil belajar menggunakan LKS berbasis laboratorium virtual dengan LKS konvensional. Jurnal Pembelajaran Fisika, 4(1), 93-106
Arikunto, S. (2010). Prosedur penelitian suatu pendekatan praktek. Rineka Cipta
Azwar, S. (2010). Metode penelitian. Pustaka Pelajar
Bergin, S. D., Murphy, C., Shuilleabhain, A. N. (2018). Exploring problem-based cooperative learning in undergraduate physics labs: student perspectives. European Journal of Physics, 39, 1-11. Doi: 10.1088/1361-6404/aa9585
Boham, M. W., & Domu, I. (2021). Penerapan model discovery learning untuk meningkatkan kemampuan siswa menyelesaikan soal-soal matematika berkategori Hots. Marisekola: Jurnal Matematika Riset Edukasi dan Kolaborasi, 2(1), 5–8. https://doi.org/10.53682/marisekola.v2i1.1083
Chaiyasit, W., Chomsuwan, K., & Chanchalor, S. (2023). Hybrid teaching using problem-based learning to promote self-directed learning abilities of students during the covid-19 pandemic. International Journal of Learning, Teaching and Educational Research, 22(8), 1-22. https://doi.org/10.26803/ijlter.22.8.1
Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
Dalila, A. A. (2019). Penerapan model problem based-hybrid learning (Pro-Bhl) untuk meningkatkan keterampilan berpikir kritis peserta didik pada materi alat optik: Penelitian pre experimental di kelas XI MIA SMA Karya Budi Bandung tahun ajaran 2018/2019. Skripsi. Uin Sunan Gunung Djati Bandung
Ernawati, H., Galib, L. M., & Anas, M. (2023). Development of the hots test to measure students’ critical thinking skills on optical instrument materials. Jurnal Pendidikan Fisika, 11(3), 282–296. https://doi.org/10.26618/jpf.v11i3.11829
Hidayat, R., & Abdillah, A. (2019). Ilmu pendidikan: Konsep, Teori dan aplikasinya. Lembaga Peduli Pengembangan Pendidikan Indonesia
Izdihar, N., Supriyatno, T., & Masruri, H. (2023). Pengembangan lembar kerja peserta didik elektronik fiqih berbasis relating, experiencing, applying, cooperating, transferring (REACT) dalam meningkatkan kemampuan berpikir tingkat tinggi peserta didik madrasah tsanawiyah. Dirasat: Jurnal Manajemen Dan Pendidikan Islam, 9(1), 74–91. https://doi.org/10.26594/dirasat.v9i1.3634
Mu’minah, I. H. (2022). Pengaruh Penggunaan aplikasi praktikum virtual lab berbasis olabs (online laboratory) terhadap hasil belajar siswauh penggunaan aplikasi praktikum virtual lab berbasis olabs (online laboratory) terhadap hasil belajar siswa. Indonesian Journal Of Community Service, 2(1), 99–107.
Muzana, S. R., & Hasanah. (2018). Penerapan laboratorium virtual terhadap hasil belajar fisika pada materi rangkaian arus boalk-balik siswa kelas XII SMA negeri Abulyatama. Jurnal Pendidikan Fisika, 6(1), 34–42. http://dx.doi.org/10.24127/jpf.v6i1.1124
Nengsih, D. P., Koto, I., Defianti, A., Nirwana., & Johan, H. (2023). The effect of static fluid pressure learning with predict- observe-explain (poe)-oriented student worksheets on science process skills. Jurnal Pendidikan Fisika, 11(3), 297–312. https://doi.org/10.26618/jpf.v11i3.11842
Nurhayati, N., Angraeni, L., & Wahyudi, W. (2019). Pengaruh model problem based learning, kemampuan berpikir kritis terhadap kemampuan berpikir tingkat. Edusains, 11(1), 12–20. https://doi.org/10.15408/es.v11i1.7464
Nugrahnastiti, N., & Kamaludin, A. (2024). Development of a higher-order thinking skills (hots) test instrument on electrochemical material for high school students. Jurnal Kependidikan, 10(2), 451–466. https://doi.org/10.33394/jk.v10i2.11370
Pahrudin, A., Pratiwi, D. D. (2019). Pendekatan saintifik dalam implementasi kurikulum 2013 dan dampaknya terhadap kualitas proses dan hasil pembelajaran pada MAN Di Provinsi Lampung. Pustaka Ali Imron.
Rahayu, R., Iskandar, S., & Abidin, Y. (2022). Inovasi pembelajaran abad 21 dan penerapannya di Indonesia. Jurnal Basicedu, 6(2), 2099–2104. https://doi.org/10.31004/basicedu.v6i2.2082
Rahayuningsih, I., Lubis, P., & Sulistyawati, S. (2023). Pengaruh model pembelajaran discovery learning terhadap kemampuan analisis siswa pada materi momentum dan impuls dengan berbantuan software tracker di SMA PGRI Sialingan. Phi: Jurnal Pendidikan Fisika dan Fisika Terapan, 9(1), 63-77. https://doi.org/10.22373/p-jpft.v9i1.16136
Rahmadani, R. (2019). Metode penerapan model pembelajaran problem based learnig (Pbl). Lantanida Journal, 7(1), 75–86.
Rahmah, S. (2019). Pengaruh Laboratorium Virtual Terhadap Kemampuan Berpikir Tingkat Tinggi Peserta Didik Konsep Gerak Harmonik Pada Pegas. Skripsi. Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Rahman, R., Nedungadi, P., Achuthan, K., & Diwakar, S. (2011). Integrating collaboration and accessibility for deploying virtual labs using VLCAP. Internasional Transaction Journal of Engineering, Management, & Applied Science & Technology, 2(5), 1-14.
Rofiah, N. S. H. A., Sujanem, R., & Juniartina, P. P. (2023). Pengaruh model problem based learning terhadap higher order thinking skills siswa kelas VIII SMP/MTS. Jurnal Pendidikan Fisika Undiksha, 13(3), 412-421. https://doi.org/10.23887/jjpf.v13i3.71970.
Septiana, S., Rizal, R., & Makiyah, Y. S. (2023). Development of electronic student worksheet using problem-based learning model with the wizer.me platform on momentum and impulse materials. Jurnal Pendidikan Fisika, 11(2), 202–214. https://doi.org/10.26618/jpf.v11i2.10909
Septianingsih, N., Wahyuni, Y., Desfitri, R., & Fauziah, F. (2022). Analisis kemampuan berpikir tingkat tinggi menurut teori anderson dan krathwohl pada siswa kelas VII SMPN 25 Padang. Jurnal Equation: Teori Dan Penelitian Pendidikan Matematika, 5(1), 70–78. http://dx.doi.org/10.29300/equation.v5i1.5125
Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif dan R&D. Alfabeta
Sujanem, R., Jatmiko, B., & Poedjiastoeti, S. (2016). Efektivitas model pro-bhl dalam meningkatkan kemampuan pemecahan masalah fisika siswa SMA. Prosiding Seminar Nasional Mipa, 120-126.
Sujanem, R., Poedjiastuti, S., & Jatmiko, B. (2018). The effectiveness of problem-based hybrid learning model in physics teaching to enhance critical thinking of the students of SMAN. Journal Of Physics: Conference Series, 1040, 1-6. Doi: 10.1088/1742-6596/1040/1/012040
Suryadi, A. (2022). Penerapan model pembelajaran langsung (direct instruction) untuk meningkatkan hasil belajar siswa pada mata pelajaran kimia materi minyak bumi di kelas X mia-3 semester I SMAN 1 Sanggar tahun pelajaran 2021/2022. Jurnal Pendidikan Dan Pembelajaran Indonesia (Jppi), 2(1), 44–55. https://doi.org/10.53299/jppi.v2i1.168
Ubaidillah, M., Marwoto, P., Wiyanto., & Subali, B. (2022). Higher order thinking laboratory (hot lab)-based physics learning: A systematic literature review. Proceedings of International Conference on Science, Education, and Technology, 8, 96-107.
Umami, R., Rusdi, M., & Kamid, K. (2021). Pengembangan instrumen tes untuk mengukur higher order thinking skills (hots) berorientasi programme for international student asessment (pisa) pada peserta didik. JP3M (Jurnal Penelitian Pendidikan Dan Pengajaran Matematika), 7(1), 57–68. https://doi.org/10.37058/jp3m.v7i1.2069
Wakarmamu, T. (2022). Metode penelitian kualitatif. Eureka Media Aksara
Wang, L., & Sitthiworachart, J. (2024). A systematic literature review of the effective of problem-based learning in blended learning environment. Educational Administration: Theory and Practice, 30(5), 9877-9892. https://doi.org/10.53555/kuey.v30i5.1183
Yahya, F., Nursalim, M., & Masito, S. (2023). Model Problem based learning berbantuan laboratorium virtual dalam pembelajaran fisika: Kajian literatur. Jurnal Kependidikan Media, 12(3), 172–178. https://doi.org/10.26618/jkm.v12i3.13457
Yuliana, I., Kusairi, S., & Taufiq, A. (2019). Profil penguasaan konsep siswa SMA pada materi suhu dan kalor. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 4(5), 572-579. http://dx.doi.org/10.17977/jptpp.v4i5.12384
Yulianis, Y., Maharani, A. D., & Susanti, S. (2019). Analisis kemampuan berpikir tingkat tinggi pada materi sistem pertahanan tubuh siswa kelas XI SMA. Jurnal Bioconcetta, 5(2), 105–112. Doi : 10.22202/bc.2019.v5i2.3789
Yustina, Y., Syafii, W., & Vebrianto, R. (2020). The effects of blended learning and project-based learning on pre-service biology teachers’ creative thinking through online learning in the covid-19 pandemic. Jurnal Pendidikan IPA Indonesia, 9(2), 408-420. https://doi.org/10.15294/jpii.v9i3.24706
Downloads
Additional Files
Published
Issue
Section
License
Copyright:
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licence:
Authors are free to:
1. Share: Copy and redistribute the material in any medium or format
2. Adapt: Remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as the authors follow the license terms, which include the following:
1. Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
2. ShareAlike: If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
3. No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Jurnal Pendidikan Fisika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
