Abstract
The existing physics laboratory is a pivotal part of teaching and learning physics. Several skills required by students can be facilitated by physics laboratory such as HOTs. However, the conventional laboratory that leads to verification laboratory was not successful training students dealing with HOTs. This present study investigated profile of physics laboratory-based HOTs in Indonesian high schools. A case study was conducted to take several data from participants. The participants of this present study are 12 physics teachers and 32 students in Indonesian high schools. A Questionnaire and HOTs test are used to garner the data. The finding research reveals that there four main obstacles to train and develop laboratory activities-based HOTs: the limitation of time to conduct laboratory activities, the limitation of lab space, the low ability of physics teachers in designing laboratory activities-based HOTs, and low knowledge of students dealing with concepts and laws of physics. These obstacles also support another result which depicts the low of use of HOTs lab and low achievement of students’ HOTs. A consideration of this result present study opens deep insight and wider context in a new form of laboratory activities in Indonesia that is augmented reality laboratory.
Published Version
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