Abstract
This research aims to develop and produce an e-module of physics using a creative problem-solving model equipped with HOTS problems on the kinetic theory of gases material as independent teaching material for high school students of class XI IPA. The research method used in this study is the Research and Development (R & D) method using the model of Dick & Carey. The creative problem-solving model has six learning stages. The electronic module is equipped with HOTS questions, where HOTS is a high- level thinking skill that includes three indicators, including analyzing skills (C4), evaluating (C5), and creating (C6). The instrument used in this study is a questionnaire using a Likert scale. This e-module has gone through a validation test involving material experts, media experts, and learning experts. The results of expert validation are 82.83%. The result in the field-test by physics teachers shows an average score of 83.05%. The field-test results by the students of SMAN 16 Jakarta shows an average score of 93.44%. The result of the effectiveness test had a gain score of 0.502 indicates that the e-module can increase students’ high order thinking skills in the middle classification. These results show that the e-module of physics using a creative problem-solving model equipped with HOTS questions in the kinetic theory of gases material can be feasible as independent teaching material and can increase students’ high order thinking skills.
Highlights
The 2013 curriculum, which applies in Indonesia, is currently improving the learning process will be done in the schools
The electronic module document for the kinetic theory of gases is divided into three learning activities, namely teaching activities 1 (Law Underlying Ideal Gas), learning activities 2 (Equation of Ideal Gas Circumstances), and activity 3 (Kinetic Theory of Gases and Energy Equipartition)
The learning model used in the electronic module is Creative Problem Solving, which consists of the stages of an objective finding, fact-finding, problem finding, idea finding, solution finding, and acceptance finding
Summary
The 2013 curriculum, which applies in Indonesia, is currently improving the learning process will be done in the schools. The 2013 curriculum adheres to the fundamental view that knowledge cannot be transferred from teacher to student so that changes in learning patterns become student-centered (Keiler 2018). Subject in the learning process (Tomkin, Beilstein, Morphew, & Herman 2019). The students are subjects who can search actively, process, construct, and use knowledge. The learning process's success is not measured by the extent to which the subject matter has been delivered by the teacher but by how students have successfully mastered the subject matter. Students are required to play an active role during the learning process (Tomkin, Beilstein, Morphew, & Herman 2019)
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