Effectiveness of Animated Simulation Video Media in Promoting Higher-Order Thinking Skills in Grade 10 High School Physics Material
DOI:
https://doi.org/10.56294/saludcyt20251905Keywords:
HOTS, animated simulation, quantitative, physics, instructional mediaAbstract
Introduction: physics instruction in Grade 10 of senior high school is still predominantly conducted through conventional approaches with minimal interactivity, making it less effective in fostering students’ Higher-Order Thinking Skills (HOTS). Preliminary studies indicate that both teachers and students face difficulties in understanding and teaching abstract physics concepts due to the lack of supportive visual media. The use of animated simulation videos serves as a strategic alternative to address this issue, as it can dynamically and contextually visualize complex concepts while also stimulating higher-level cognitive processes.
Method: this study employed a quantitative method with a quasi-experimental design of the nonequivalent control group type. The research was conducted on 10th-grade high school students who were divided into two groups is the experimental group, which received treatment using animated simulation video media, and the control group, which followed conventional instruction.
Results: the research findings show that students who learned using animated simulation video media achieved higher HOTS scores compared to those who learned through conventional methods. The HOTS instrument used was validated and found to be reliable, and the data met the requirements for normality and homogeneity. T-tests and ANOVA revealed significant differences in students' abilities in analysis, evaluation, and creation between the experimental and control groups.
Conclusions: animated simulation video media has been proven effective in enhancing students’ higher-order thinking skills in Grade 10 physics material.
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