Effectiveness of HOTS-Based Multiple Representation Learning Model in Circular Motion Material

Intan Kusumawati, Sumarli Sumarli, Sutopo Sutopo, Sentot Kusairi


Students’ Higher Order Thinking Skills (HOTS) can be honed by gradually developing new concepts from their multiple representation abilities through HOTS-based multiple representation learning models. This study aims to determine the effectiveness of the implementation of HOTS -based multiple representation learning models on circular motion material. The method used is in the form of quantitative research — the study design used pre-experimental design. The sampling technique is purposive sampling of physics education students. It was found that HOTS-based multiple representation learning models on circular motion material effectiveness were achieved as expected in this study, the effectiveness of 1.06. The statistical hypothesis test used in the form of U Mann Whitney with the results of Asymp. Sig. 0.04 < 0.05, the hypothesis is accepted, meaning that there is the influence of the application of HOTS based multiple representation learning model on student learning outcomes in circular motion material. Improved learning outcomes were shown from the results of the average pretest score of 50.0 and the post-test of 85.9 with N-Gain of 0.7 in the high category. The positive response of students to the application of this learning model shows a percentage value of 96.7% with very strong.


Circular Motion; HOTS; Multiple Representation; Learning Model

Full Text:

PDF (English)


Suhandi, A., & Wibowo, F. C. (2012). A Multi Representation Approach in Work-Energy Learning and Impact on Students' Understanding of Concepts. Jurnal Pendidikan Fisika Indonesia, 8(1).

Kusumawati, I., Kahar, M. S., Khoiri, A., & Mursidi, A. (2019, February). Differences analysis understanding the concept of students between the three islands (Java, Kalimantan, Papua) through multiple representations approaches to the material of Time Dilation. In Journal of Physics: Conference Series (Vol. 1153, No. 1, p. 012145). IOP Publishing.

Prain, V., & Tytler, R. (2013). Representing and learning in science. In Constructing representations to learn in science (pp. 1-14). Brill Sense.

Irwandani. (2014). Multirepresentations as Alternative Learning in Physics. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 3(1): 39-48.

Widianingtiyas, L., Siswoyo, & Bakri, F. (2015). Effect of Multi Representation Approaches in Physics Learning Against Cognitive Abilities of High School Students. Jurnal Penelitian dan Pengembangan Pendidikan Fisika, 1(1): 31-37.

Yusuf, M., & Setiawan, W. (2009). Student Multirepresentation Competency Study on Electrostatic Topics. Jurnal Pendidikan Teknologi Informasi dan Komunikasi, 2(1): 1-10.

Rosyid. (2013). Improving Physics Learning Outcomes using the Science Orientation Model (PBL and Multi Representation) on the Concept of Mechanics in High School. Jurnal Pancaran, 2(3): 1-12.

Artha, Bharata, H., & Caswita. (2014). Application of Problem Based Learning Model to Improve Students' Mathematical Representation Ability. Jurnal Pendidikan Matematika, 2(4): 1-10.

Thomas, A., & Thorne, G. (2009). Higher Level Thinking-It's HOT! The Center for Development and Learning. http://www.cdl.org/articles/higherorder-thinking-its-hot/.

King, F. J., Goodson, L., & Rohani, F. (2010). Assessment & evaluation educational services program: Higher-order thinking skills. Washington, DC: A publication of the Educational Services Program.

Riyadi, A. (2016). Problem Based Learning Increases Higher Order Thinking Skills of Class VIII Students at SMP 1 Daha Utara. Jurnal Pendidikan Matematika, 2(3).

Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. ASCD.

Abdullah, A. H., Abidin, N. L. Z., & Ali, M. (2015). Analysis of students' errors in solving Higher Order Thinking Skills (HOTS) problems for the topic of fraction. Asian Social Science, 11(21): 133.

Berthold, K., Eysink, T. H., & Renkl, A. (2009). Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science, 37(4): 345-363.

Astuti, Y. W. (2013). High School Physics Teaching Materials with Multi Representation Approach. Jurnal Pendidikan Sains, 1(4): 382-389.

Abdurrahman, A., Liliasari, L., Rusli, A., & Waldrip, B. (2011). Implementasi pembelajaran berbasis multi representasi untuk peningkatan penguasaan konsep fisika kuantum. Cakrawala Pendidikan, (1).

Setyandaru, T. A., Wahyuni, S., & aristya Putra, P. D. (2017). Pengembangan Modul Pembelajaran Berbasis Multirepresentasi pada Pembelajaran Fisika di SMA/MA. Jurnal Pembelajaran Fisika, 6(3): 223-230.

Kusumawati, I., Sumarli, Sutopo, & Kusairi, S. (2019, December). Development of multiple representation learning model based on HOTS students in straight motion material. In AIP Conference Proceedings (Vol. 2194, No. 1, p. 020052). AIP Publishing LLC.

Karambut, C. A. (2017). Pengaruh Keselamatan dan Kesehatan Kerja Terhadap Efektivitas Kerja Pada PT. Asri Griya Utama, Project Holland Village Manado. Manajemen dan Bisnis, 1(2).

Sugiyono. (2014). Statistika untuk Penelitian. CV Alfabeta: Bandung.

Handayani, R. A., Sukarmin, & Sarwanto. (2018). Development of Multirepresentation Physics Module Based on Problem Based Learning on the Material of Rotational Dynamics and Firm Object Equilibrium to Improve Critical Thinking Skills of Class XI High School Students. INKUIRI: Jurnal Pendidikan IPA, 7(3): 352-364.

Alatas, F. (2019). Developing Simple Teaching Aids On Static Fluid Material As A Learning Media For Physics. Jurnal Pendidikan Fisika-Journal of Physics Education, 7(2): 197-211.

Ertikanto, C., Rosidin, U., Distrik, I. W., Yuberti, Y., & Rahayu, T. (2018). Comparison of Mathematical Representation Skill and Science Learning Result in Classes with Problem-Based and Discovery Learning Model. Jurnal Pendidikan IPA Indonesia, 7(1): 106-113.

Yusup, M. (2009). Multirepresentasi dalam Pembelajaran Fisika. Jurnal Pendidikan Teknologi Informasi dan Komunikasi, 2(1): 1-7.

Uslima, U., Ertikanto, C., & Rosidin, U. (2018). Contextual Learning Module Based on Multiple Representations: The Influence on Students’ Concept Understanding. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 3(1): 11-20.

Finnajah, M., Kurniawan, E. S., & Fatmaryanti, S. D. (2016). Development of Multi Representation Based High School Physics Modules to Improve Understanding of Concepts and Learning Outcomes. Jurnal Radiasi, 8(3): 22-27.

Mahardika, I. K. (2018). Application of Concept Based Interactive Learning Model to Improve Verbal, Mathematical, and Physics Representation Ability of Class VIII-A Students MTs N 1 Jember 2012/2013 Academic Year. Jurnal Pendidikan Fisika, 2(3): 272-277.

DOI: http://dx.doi.org/10.26737/jipf.v5i1.1112


  • There are currently no refbacks.

Copyright (c) 2020 JIPF (Jurnal Ilmu Pendidikan Fisika)

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


Institute of Managing and Publishing of Scientific Journals
STKIP Singkawang

Jl. STKIP, Kelurahan Naram, Kecamatan Singkawang Utara, Kota Singkawang, Kalimantan Barat, Indonesia

Website: http://journal.stkipsingkawang.ac.id/index.php/JIPF
Email: [email protected]


JIPF Indexed by:


Copyright (c) JIPF (Jurnal Ilmu Pendidikan Fisika)

ISSN 2477-8451 (Online) and ISSN 2477-5959 (Print)