Advances in Social Science, Education and Humanities Research, volume 104

2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017)

The Effectiveness of Higher Order Thinking Skill

(HOTS) Based Learning Model Through Using
E-Learning and Interactive Multimedia on
ICT Learning
R. Mursid
Department of Educational Technology
Faculty of Postgraduate Program
State University of Medan
Medan, Indonesia
Corresponding email: [email protected]

Abstract--This study aims to determine the differences in the technology will play a very important role how to process
effectiveness of the use of HOTS-based learning model using e- teaching materials as a form of information so interesting, easy
learning and HOTS-based learning model by using interactive to accept and every student has the same opportunity to get it.
multimedia in ICT learning. This research method using quasi
experiment with research population is all student of study Utilization of information technology aims to; (1) improve
program of education technology. The sampling technique using competitive positioning; (2) increase brand image; (3)
simple random sampling. The research instrument is activity improving the quality of learning and teaching; (4) increasing
observation sheet and test for achievement of student learning student satisfaction; (5) increase revenue; (6) expanding the
result. Data analysis begins with descriptive analysis, and student base; (7) improvement of service quality; (8) reduce
analyzed with one sample t-test test statistic at 5% significance operating costs; and (9) developing new products and services
level. The results showed that there is a significant difference [3]. Therefore, it is not surprising that today many universities
between learning by using e-learning and learning by using in Indonesia are competing to invest in the field of information
interactive multimedia on ICT learning in HOTS-based technology to win the increasingly fierce competition.
education. The implementation of HOTS-based learning model
using e-learning in ICT learning is more effective than HOTS- The progress of ICT has also enabled the utilization of
based learning model application using interactive multimedia various types / kinds of media simultaneously in the form of
and also on student activity and learning outcomes. multimedia learning. The use of interactive multimedia that
includes audio-visual components (voice and display) for the
Keywords--component; learning model; HOTS; e-learning; delivery of learning materials can attract students to learn.
interactive multimedia; ICT. Interactive multimedia can also provide opportunities for
students to conduct quasi-experimental and exploratory
I. INTRODUCTION experiments so as to provide a learning experience rather than
Information and Communication Technology (ICT) is a merely hearing the lecturer's description / explanation.
technology used to store, generate, manage, and disseminate To improve the quality of education, especially the quality
information. From various definitions of ICT it can be of learning through the utilization of ICT. In addition to its
concluded that ICT is not just a communication tool, computer function as a tool for solving human problems, ICT can also be
or just some media only, ICT has a broader meaning than that. used to support the learning process that is believed to be [4]:
According to Victoria Tinio in his book ICT in Education [1]. (1) improving the quality of learning; (2) expanding access to
ICT is defined as the goal to communicate complemented by its education and learning; (3) reduce education costs; (4)
supporting tools to create, disseminate, store information and answering the necessity of participating in ICT; and (5) develop
manage it. the ICT skills (ICT skills) that students need when working and
ICT is a technology that makes information as a processed in their later lives. The ICT utilization strategy in learning
commodity [2]. Implementation of education in the form of includes: (1) as a learning tool or media, (2) as a learning
learning in the college is loaded with information that must be facility, (3) as a learning resource, and (4) as a means of
processed by the learners so that it becomes something promoting professionalism.
meaningful. Viewed from the learner how much, how Associated with the integration of ICT in learning computer
important and how interesting the information is so it can be turns can be used as a tool to involve students in thinking [5].
assimilated into something meaningful. Viewed from the There are three steps how the use of ICT can enrich teaching
teacher how the information is presented or delivered so that and learning that stimulates thinking skills. The three steps are:
the learner can easily accept it. This is where information

Copyright © 2017, the Authors. Published by Atlantis Press.

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(1) supporting the dynamics of information delivery; (2) act as be conscious of what they have learned and reflect on what
a lecturer to encourage learning but at the same time apply as a they have learned so that this action is a the learning process
learning resource when students discuss and explore ideas; and itself [8].
(3) the existence of a computer network makes students can
create directly with other students without being limited space E-Learning is an effective learning process that is generated
and time. In particular giving clues in integrating ICT in by combining digital content delivery consisting of support and
learning is facilitating student learning. Through the learning services in learning [9]. Digital concepts according to Waller is
process students are expected to: (1) apply the principles of hinted not only the internet, but all electronic devices today are
pedagogy critically; (2) developing and facilitating learning using a digital system. Along with that the development of
activities; (3) analyze and evaluate the subject matter with; (4) computer use in learning has encouraged the arrangement of
using various communication tools and multimendia tools (e- computer equipment as learning aids called computer managed
mail, web and virtual labs) in the learning process; (5) research learning (CML). CML through the web is very efficient for
activities, helping problem solving subject matter; (6) develop delivering lecture material and gives students the opportunity to
professionalism in learning; and (7) integrating curricula that learn from anywhere 'and anytime without being limited to the
can deliver students in ICT-based learning [6]. place and time of study [10]. The Internet is not only a means
of information and communication, but it is a very important
According to Rogers [7] There are fundamental aspects of learning resource because the current learning materials are
ICT contributions in the learning process: (1) concepts: widely available in the virtual world (Web). Using the internet
constructive models are well suited to describe the study of in learning is very difficult for students and lecturers because it
concepts. Concept development is very dominant and can access full and clear scientific information. Web-based
influences in learning; (2) skills and application: understanding learning innovation in science learning has been successful
the variables and testing them, repeating a measurement and [11].
interpreting data using a particular software will add to the
enrichment in learning; (3) knowledge: behaviorist model: Multimedia must consider three things, namely: (1) method,
ie techniques and procedures used in learning (cooperation,
appropriate in learning in the form of broad material structut;
and (4) in accordance with the objectives: to develop learning gaming, presentation, or discussion); (2) media, ie media used
activities using ICT included in the learning objectives [7]. in learning to attract student interest (video, text, images, and
animation); and (3) material, that is learning content covering:
The progress of ICT has also enabled the utilization of motivation, orientation, information, application, and
various types / kinds of media simultaneously in the form of evaluation [12]. In line with that, learning multimedia that
multimedia learning. The use of interactive multimedia that berkualtas must meet the criteria, namely: (1) the quality of
includes audio-visual components (voice and display) for the content and objectives, which include: accuracy, importance,
delivery of learning materials can attract students to learn. completeness, balance, attractiveness, reasonableness, and
Interactive multimedia can also provide opportunities for conformity with the student situation; (2) instructional qualities
students to conduct quasi-experimental and exploratory that include: providing learning opportunities, providing
experiments so as to provide a learning experience rather than assistance to learn, motivating qualities, instructional
merely hearing the lecturer's description / explanation. ICT can flexibility, relationships with other teaching programs, test
improve the motivation, skills, structure of thinking quality and assessment, can have an impact on students, can
communicates electronically and more actively in learning. The impact on lecturers and their learning; and (3) technical quality,
actual learning process change that is theoretically is giving the including: legibility, ease of use, display quality / impressions,
participants the opportunity to learn to act actively, quality of student response handling, program management
constructively, dialogically, constructively contextual and quality, and documentation quality [13].
reflective.
There are three kinds of interactive multimedia design that
These attitudes and actions can be interpreted as follows: is: (1) design documentation, (2) navigation design, and (3)
(1) active; enables students to be actively involved in the graphic design [14]. While the multimedia development
learning process as well as interesting and meaningful; (2) procedure includes six steps, namely: (1) analyzing the needs
constructive; enables students to incorporate new ideas into and characteristic of students; (2) to formulate instructional
previously possessed knowledge in order to understand the objectives with operational and distinctive; (3) to formulate
meaning or desire of knowledge and doubt that has been in detailed items of material that support the achievement of
their thinking; (3) collaborative; enables students to study in objectives; (4) developing a means of measuring success; (5)
groups or learn in a community so that participants learn to making of media; and (6) conduct tests and revisions [15].
work together, share ideas, suggestions or experiences, advise
each other and provide input to fellow members of their group The use of multimedia in learning found evidence that
and community; (4) enthusiastic; enables students to play an presenting a verbal explanation of how a system works does
not guarantee a person can understand the explanation [16].
active role and full of enthusiasm and always strive to achieve
the desired goals in learning; (5) dialogical; enables synergistic Research has also found evidence that an effective way to help
learning and is a social and dialogical process whereby students scientific information be more easily understood is through the
benefit from communication processes built both within and visualization of information in a multimedia format. Rosch
outside the school. (6) contextual; enables learning situations to further defines multimedia as a combination of computers and
be directed toward real-world learning through "problem-based videos. Multimedia definitions that depart from the messaging
and case-study approaches; (6) Reflective; enables students to design aspect are used to describe multimedia according to an

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instructional review in Merrill [17], namely: "the capability to The data analysis begins with descriptive analysis, and to
present video, audio, and animation, as well as computer describe the effectiveness of learning with HOTS-based
graphics and text, all on the same computer monitor at the same learning model, the data is analyzed by one-sample t-test test at
time." significance level of 5%. The data described is the data
obtained from the measurement on the research variables
Learning multimedia refers to presentations made by (dependent variable) that is the mastery of e-learning and
prioritizing visual elements (related to animated, video, and interactive multimedia. The data is calculated the average value
color) and verbal images (related to sounds such as language then interpreted into predetermined criteria.
elements such as narration, text, and labels). According the
latest theories about information processing, states that new
III. RESULTS
information must be processed by visual and / or auditory
memory. Knowledge processed in working memory is stored in Based on the results of the analysis of descriptive statistics
long-term memory in the form of hierarchically arranged in Table 1, it can be seen that the average posttest result of
schemes [18]. learning achievement in the learning group using HOTS-based
learning model. Result of Pretest and Posttest of ICT
Thus, research needs to be done about the effectiveness of Achievement.
learning by using HOTS-based learning model through the use
of e-learning and interactive multimedia on ICT learning. TABLE I. PRETEST AND POSTTEST RESULTS ICT ABILITY

The group used the The Group without using

II. METHOD HOTS Group-based HOTS-based learning
learning model model
This research is a quasi experimental research (quasi Pre Post Pre Post
experiment), with pretest posttest non-equivalent group design Average 28,57 71,25 26,18 73,82
design. This research is conducted in Education Technology SD 5,15 7,85 5,63 7,64
study program in semester 2. The population of this research is Maximum 38 97 44 75
the second semester students of Education Technology in Minimum 23 57 19 48
Education Program of Academic Year 2016/2017 that is as Completeness 87,24% 12,76%
much as two classes. Samples are taken at random. Next,
randomly selected class A as a class / group given treatment by ICT learning achievement in both classes / groups and
learning using HOTS-based learning model and class B as a shows that the average of student achievement learning using
class / group of learning without using HOTS-based learning HOTS-based learning model is much better than the average
model. achievement of student learning without using HOTS-based
learning model.
Variables in the study there are two kinds of independent
variables and dependent variables. The free variable is learning Based on Table I, students in the group without using
using HOTS-based learning model and learning without using HOTS-based learning model did not have as good percentage
HOTS-based learning model. in the group using HOTS-based learning model. The
percentage of group interest using HOTS-based learning
Instruments used in this study are test and non-test model, on very high and high criteria, reached 87.24%.
instruments. Intrumen achievement test is a matter of multiple Percentage of group interest without using HOTS-based
choice and essay given at the beginning of treatment (pretest) learning model on very high and high criterion only reached
and end of treatment (posttest). The scores obtained are then 12,76%. This means that students in groups using HOTS-based
converted into values ranging from 0 to 100. The scores are learning models are more interested in ICT learning than
then classified into competency-based criteria designated as students in groups who do not use HOTS-based learning
guidelines for academic assessment. Completeness of learning models in learning. This research data is then analyzed to know
competence is used to determine the percentage of the number the effectiveness of each learning group then tested one sample
of students who achieve the criteria mastery. Instrument nontes t test using SPSS 16 for windows. Hypothesis testing using one
in the form of questionnaire e-learning ability by using likert sample t-test can be done if the assumption of normality is met.
scale. Based on the results of normality test using Kolmogorov
The stages in this research include: preparation stage, Smirnov test, the results presented in Table II.
implementation stage and final stage. Preparatory stage,
namely: training, making learning materials, preparing the
RPS, preparing the instrument, determine the execution time.
The implementation stage includes: performing pretest,
treatment, and posttest. The final phase includes: processing
and analyzing experimental data, discussing, concluding and
reporting research results. Data needed in this research is the
ability of e-learning and interactive multimedia. Data collection
techniques that will be used are the ability of e-learning and
interactive multimedia, ICT achievement test, and observation.

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TABLE II. DISTRIBUTION OF LEARNING SKILLS USING E- TABLE V. HYPOTHESIS TEST RESULTS USING INDEPENDENT
LEARNING AND INTERACTIVE MULTIMEDIA SAMPLE t-TEST

Group Description Pretest Posttest Variables tcount df Sig.

% % Ability to use e-learning on learning result of 7,45 24 0,00
Using HOTS-based Very High 0 47,36 ICT
learning model. High 0 42,44 Ability to use interactive multimedia to 6,47 24 0,00
Medium 25,57 10,2 learning result of ICT
Low 74,43 0
Very Low 0 0 The result of comparison test of the effectiveness of
Not using HOTS- Very High 0 7,47 learning with significance value less than 0,025 so that it can be
based learning High 0 21,42 concluded that learning using HOTS-based learning model is
model. Medium 92,71 71,11 more effective than learning without using HOTS-based
Low 7,29 0
learning model in terms of ICT learning achievement on e-
Very Low 0 0
learning mastery capability and interactive multimedia
TABLE III. NORMALITY TEST RESULTS AFTER KOLMOGOROV-
students.
SMIRNOV TEST TREATMENT
IV. DISCUSSION
Group Variables Significance Value
Using HOTS-based e-Learning 0,62 The results of research on the use of HOTS-based learning
learning model. Interactive multimedia 0,34 model on ICT learning is closely related to the existence of e-
Without using HOTS- e-Learning 0,65 learning and interactive multimedia. But in the implementation
based learning model. Interactive multimedia 0,76 of ICT learning there are some very important aspects as a
reference in considering HOTS-based learning model. The
Normality Test Result after Kolmogorov-Smirnov Test aspect is the ability of students in the utilization of ICT to the
Treatment showed that all signi fi can’t values were greater maximum, in addition to facilities and infrastructure supporting
than 0.05. This means that all data is normally distributed. ICT in accordance with the device specifications required for
Because the data is normally distributed, one sample t-test can access speed in ICT performance. The pedagogical aspects and
be performed. Table IV presents the results of one sample t- learning technologies are crucial and related to the ICT in
test. question is the ICT conformity to constructivism learning
theory, the supportive ability of student-centered learning,
support for ICT skills development, HOTS-based learning,
TABLE IV. LEARNING EFFECTIVENESS TEST RESULTS USING
HOTS-BASED LEARNING MODEL AND LEARNING WITHOUT USING
increased student learning motivation, student independence,
HOTS-BASED LEARNING MODEL. and web suitability to student learning style, so ICT learning is
very appropriate when using HOTS-based learning model.
Group Variables Tcount Ttable
Using HOTS-based learning e-Learning 5,21 Associated with the results of research on animation,
model. Interactive multimedia 5,35 2,08 according to Kulik and Kulik [19] e-learning based learning is
Without using HOTS-based e-Learning -4,12 known to support the creation of student learning environment
learning model. Interactive multimedia -3,25 that share experience, good social interaction, and collaboration
in work. Some research states that e-learning is more effective
It is concluded that, in learning using HOTS-based learning in improving understanding in ICT learning because of the
model, tcount value is bigger than ttable so it can be concluded visualization in the form of animation and graphics and not just
that learning using HOTS-based learning model is effective in text only. De Jong, et al [20] stated that web-based multimedia
terms of mastery of e-learning and interactive multimedia on designed for ICT learning can also improve the overall
student ICT learning. In learning without using HOTS-based understanding of the material. Other studies show that Along
learning model tcount value is smaller than ttable so concluded with the need for ICT as an increasing source of learning from
learning without using HOTS-based learning model is not year to year, internet access also facilitates in adding repertoire
effective in terms of mastery of e-learning and interactive of science, data, images, video and various other information.
multimedia on student ICT learning. The Internet can also be utilized as a means to add, interpret
and help learn and assist in the support of research activities
Based on the test results show that the variance of both
effectively. However, in fact, integrating ICT in learning is a
populations are the same. The results of normality test using
serious issue by science teachers in high schools, especially in
Kolmogorov-Smirnov obtained signification value greater than
RSBI Senior High School [21].
0.05 so it can be concluded normal distributed data. Due to the
homogeneous and normally distributed scores data, the The ongoing ICT-based learning is broad-based, not just
hypothesis test using independent samples t test can be done limited to tools, animation programs and information
with the results presented in Table V. processing, but further than that. According to Galarneau
(2006), for example how ICT-based learning will stimulate 21st
century skills of collaboration skills, HOTS, and introduce ICT
literacy in e-learning based learning. The design of ICT
learning is expected to be able to hone HOTS pattern and to
develop ICT skill (lCT literacy) in accordance with the policy

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of Presidential Instruction No. 6/2001, Keppres 20/2006, [10] I. Forsyth, A. Jolliffe, and D. Stevens, Practical Strategies For Teachers,
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