Exploring HOTS on global warming concepts, self-efficacy and learning motivation among high school students

Lina Aviyanti; Nuzulira Janeusse Fratiwi; Amalia Weka Gani; Abdul Salam; Gilbert Hugo T. Simbolon; Muhammad Guntur Purwanto

doi:10.21067/mpej.v9i2.11335

Authors

Lina Aviyanti Universitas Pendidikan Indonesia, Indonesia
Nuzulira Janeusse Fratiwi Universitas Pendidikan Indonesia, Indonesia
Amalia Weka Gani Universitas Pendidikan Indonesia, Indonesia
Abdul Salam Universitas Pendidikan Indonesia, Indonesia
Gilbert Hugo T. Simbolon Universitas Pendidikan Indonesia, Indonesia
Muhammad Guntur Purwanto University of Minnesota-Twin Cities, United States

DOI:

https://doi.org/10.21067/mpej.v9i2.11335

Keywords:

higher-order thinking skills, Self-efficacy, Learning motivation, Global warming, Physics Education

Abstract

This study aims to explore Higher-Order Thinking Skills (HOTS) in relation to global warming materials, self-efficacy, and learning motivation among high school students. This study employed a quantitative descriptive method, involving 268 students (119 males and 149 females) from three high schools in West Java, Indonesia. The instruments used in this study included two-tier multiple-choice questions to measure higher-order thinking skills (HOTS), the Physics Learning Self-Efficacy (PLSE) scale to assess self-efficacy, and a Likert scale questionnaire to evaluate learning motivation. Findings revealed that students excelled in analyzing and evaluating tasks but struggled with tasks involving creation. Self-efficacy was moderate, with students showing confidence in their theoretical knowledge but less so in applying it to real-world situations. Learning motivation was generally high, particularly in terms of resilience and achievement, though persistence and engagement required improvement. However, the regression analysis indicated no significant relationship between self-efficacy and HOTS or between learning motivation and HOTS, reflecting that self-efficacy and learning motivation alone do not directly predict students' performance in HOTS. These results emphasize the need for educational strategies that promote HOTS, enhance self-efficacy, and sustain learning motivation to equip students for increasingly complex global challenges.

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