Game-based learning for the mastery of HOTS in prospective physics teachers in digital electronics courses

Abstract

This study aims to describe the mastery of HOTS of prospective physics teachers in digital electronics courses after implementing game-based learning. The type of research is a quantitative descriptive study. The number of research subjects consisted of 50 students. Data were collected using a test of learning outcomes about digital circuits in the cognitive domains. The data were analyzed to categorize the students’ high-level thinking skills. The data processed were displayed in the form of diagrams and graphs. The data were also equipped with a student response questionnaire. The results of the analysis showed that 46% of the HOTS in students were categorized in “good” category; 28% in “very good” category; a small proportion of others were categorised as “quite good” and “less good”. The HOTS of prospective physics teachers was already sufficient with an average of 70.25. Student responses were deemed in the “good” category. Therefore, it can be concluded that the mastery of HOTS in prospective physics teachers in digital electronics courses after implementing game-based learning is categorized as high. Thus, it is concluded that the mastery of HOTS in prospective physics teacher candidates in digital electronics courses can be further enhanced and trained by applying game-based learning.