




































 

EDUCATIO : Journal Of Education 
Volume 2, Number 2, November 2017 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

 zzzzzz z 

  z 

   

PHYCCTM Development Based On KKNI On Impuls  

And Momentum Material To Increase HOTS  

And Independent Character 

 
Soeharto 

Yogyakarta State University 

Soehartopfisika@gmail.com 

 

Accepted: 

August 10, 2017 

Reviewed: 

September 5, 2017 

Published: 

November 20, 2017 

 

Abstract: This study aimed to: (1) Produce KKNI-based PhyCCTM learning tool to improve 
HOTS and independent character Learners, (2) to know the result of HOTS improvement in 
Physics learning by using KKNI-based PhyCCTM Learning Tool developed, (3) to know the 
level of character category self-supporting Learners in Physics learning using KKNI-based 
PhyCCTM learning tools developed, and (4) to know the effect of applying learning using 
KKNI-based PhyCCTM learning device to control class and experiment on HOTS and 
Independent character of Learners. The developed product uses R & D method in the form of 
KKNI-based PhyCCTM learning device on impulse and momentum materials covering Syllabus, 
RPP, Teaching Material, LKPD, HOTS Evaluation Test and Self Character Sheet. The study was 
conducted in SMAN 8 Yogyakarta and SMAN 1 Kasihan. The results showed that (1) 
PhyCCTM-based learning tools KKNI worthy of the category "Good and Very Good". (2) 
KKNI-based PhyCCTM learning tools can improve HOTS for learners (Sig. 2-tailed by 0.001). 
(3) KKNI-based PhyCCTM learning tools can enhance the independent character of learners 
with the category "Fair". (4) KKNI-based PhyCCTM-developed learning tools effectively 
improve HOTS and independent character of learners (Sig. 0.000). 
 

Keywords:  PhyCCTM, HOTS, Independent Character 

 

 

INTRODUCTION 

Indonesia's achievement of science in international level can be seen based on two 

world-level survey results that need to be observed, namely: The Learning Curve 2014 Report 

and The PISA 2012 Report. The Learning Curve 2014 Report (November 28, 2012) showed 

education outcomes in Indonesia were in the bottom 10 (Z-score = -2.03). Indonesia was in 

about 2-3% of the lowest group. In addition, findings from member countries and partners of 

The Organization for Economic Co-operation and Development'-OECD on December 4, 2013, 

launched PISA survey results on 15-year-old students' abilities in math, language (reading: 

reading) and science. The result put Indonesia at 64th in mathematics and science and the 61 st in 

reading. The lowest position was the 65th. It was also reported that most (75.7%) of Indonesian 

students' ability to participate in the survey was in the below-level 2 group (OECD, 2014). That 

meant they were only able to work on the questions that the information had been available 

mailto:Soehartopfisika@gmail.com


  

 
Soeharto 

PHYCCTM Development Based on KKNI on Impuls…  

 

  

Volume 2, Number 2, November 2017 | 266  

 zzzzzz  

   

complete and could be answered directly without having to do inference such as issues that 

require high-order thinking skills1. 

Lack of ability of learners in doing physics problems seen from the results of National 

Examination High School Students in Yogyakarta Special Region showed that the lowest physics 

value was 3.40 and the highest value 9.70 and the average value was 6.90. Compared with other 

science subjects such as chemistry and biology, the lowest physics score compared to chemistry 

7,88 and biology 7.62.2 Weak ability to think high-level physics learners also can be seen on the 

findings by Istiyono3 who had examined the ability of high-order thinking or Higher Order 

Thinking Skills (HOTS) Physics High School students in Yogyakarta. The percentage of HOTS 

Physics ability of SMA students in Yogyakarta in the order of very low, low, medium, high, and 

very high category was 1.91%, 16.03%, 61.11%, 20.75% and 0.19%. These findings showed that 

physics HOTS physics ability of learners only in the category of medium (61.03%), while in the 

high category and very high only 20.94%. The two schools included in the high and very high 

HOTS category are SMAN 6 Yogyakarta (6.07%) and SMAN 1 Bantul (2.23%), and five schools 

that belong to low and very low category were SMAN 1 Kasihan (4, 28%), SMAN 1 Godean 

(1,98%), SMAN 1 Sewon (1,66%), SMAN 8 Yogyakarta (1,53%), and SMAN 2 Yogyakarta 

(1,41%). 

Preliminary survey that had been done by researcher related to HOTS ability of students 

on impulse and momentum also found that average HOTS ability in SMAN 8 Yogyakarta 

(49.37%), SMAN 2 Sleman (46.15%), SMAN 1 Poor (45.38%), SMAN 1 Sentolo (48.26%), and 

SMAN 1 Playen (53.37%) showed the physics HOTS capability was still relatively low. 

HOTS enhancement efforts have also been done by Richland & Simms (2015)4 using 

analogy to improve the HOTS of learners demonstrating that the key to developing HOTS in 

mathematics, science, and history is interrelated conceptual learning. Simon (2015)5 conducted a 

study to increase HOTS learners with a virtual lab that shows the media can increase 60% HOTS 

Learners. Kapler et al (2015)6 examined the class semester simulations for increasing HOTS 

Learners who demonstrate effective classroom simulation programs to improve HOTS. Kuldas 

et al (2014)7 examined the importance of Malaysian learners to improve HOTS, against risk 

factors and academic demonstrations to find that the background of learners greatly influences 

                                                 
1 Devit Etika Sari and Muh Barid Nizarudin Wajdi, “The Effectiveness Of The Method of GI With 

Electronic Workbench Study To Improve Activities and Results Student,” Educatio : Journal of  Education 2, no. 1 

(2017): 136–150, http://www.ejournal.staimnglawak.ac. id/index.php/educatio/article/view/22.  
2 Dikpora DIY, “Hasil UN 2012 SMA/MA/SMK di DIY” (Yogyakarta: Dikpora DIY, 2012), Accessed  

August 1, 2015, http://www.pendidikan-diy.go.id/dinas_v4/?view=v_berita&id_sub=2692  
3 Edi Istiyono, Djemari Mardapi and Suparno, “Pengembangan Tes Kemampuan Berpikir Tingkat Tinggi 

Fisika (PhysTHOTS) Peserta Didik SMA,”  Jurnal Penelitian dan Evaluasi Pendidikan 14,  (2014): 1-12.  
4 L. E. Richland and N. Simms, “Analogy, Higher Order Thinking and Education,” WIREs Cognitive Science 6, 

(2015): 177-192.  
5 N. Simon, “Improving Higher-Order Thinking Skills Using Virtual and Simulated Science Laboratory 

Experiments,” Springer: New Trends in Networking, Computing, E-Learning, Systems Science, and Engineering 312, (2015):  

187-192.  
6 I. V. Kapler et al., “Spacing in a Simulated Undergraduate Classroom: Long-Term Benefits for Factual and 

Higher-Level Learning,” Science Direct: Learning and Instruction 36, (2015): 38-45.  
7 S. Kuldas et al., “Malaysian Adolescent Students' Needs for Enhancing Thinking Skills, Counteracting Risk 

Factors and Demonstrating Academic Resilience,”  International Journal of  Adolescence and Youth 20, (2014): 32-47.  

http://www.pendidikan-diy.go.id/dinas_v4/?view=v_berita&id_sub=2692


  

 
Soeharto 

PHYCCTM Development Based on KKNI on Impuls…  

 

  

Volume 2, Number 2, November 2017 | 267  

 zzzzzz  

   

their ability to complete cognitive tasks. Harrison (2013)8 examined the use of interactive 

whiteboards to enhance the teacher HOTS’ ability. 

Improvement of HOTS in science had been done by Hugerat & Kortam (2014)9 

researching about HOTS improvement through science approach and inquiry found that average 

82% ability of HOTS learners increase. However, from various research reviews found related to 

HOTS, it had not been seen that research studies on efforts to improve HOTS physics abi lity 

with teaching materials were still rare. Thus, the research undertaken focuses on improving 

physics HOTS on impulse material and the momentum of learners in SMAN 8 Yogyakarta and 

SMAN 1 Kasihan which fall into the low category in physics HOTS. 

In addition to improving the ability of HOTS Learners, the world of education can also 

be a means to exemplify, instill and familiarize positive behaviors in learners as well as on all the 

individuals involved in it. Realizing this, the Ministry of National Education has compiled a 

grand design of national education in 2010 which states that the success of character education 

needs to be supported by (1) the commitment of all stakeholders in the success of character 

education; (2) consistency of policy and implementation of character education policy; (3) 

integrity and sustainability of the development of character education programs and activities; (4) 

prioritizing character education in the national education system; (5) guarantee the quality of 

character education; and (6) active participation of the community and business world in 

character education10. So that in good learning should emphasize character education. one of the 

characters developed in this study is an independent character. Self-help characters assist 

students in developing cognitive knowledge. Independent characters help students to prepare the 

knowledge they learn before the learning activities so that the independent character is a very 

important character for learners11. 

Human Resource Issues are also a constraint in Indonesia. The actions were taken by 

Indonesia to improve competence and make equalization of Human Resource qualification are 

forming the Indonesian Qualification Framework (IQF) or commonly known as the Indonesian 

National Qualification Framework (KKNI)12. KKNI is designed to adapt the National 

Qualification Framework (NQF) globally where each level can be pursued in a variety of 

different ways informal education, informal education, training and work experience. High 

School or Vocational High School (SMA/SMK) is at level 2 KKNI. Competencies that must be 

mastered for high school graduates based on KKNI level 2 are (1) able to carry out a specific 

task, using the tools, information, and work procedures that are commonly performed and show 

                                                 
8 N. Harrison, “Using the Interactive Whiteboard to Scaffold a Metalanguage:  Teaching Higher Order 

Thinking Skills in Preservice Teacher Education,” Australasian Journal of  Educational Technology 29, (2013): 55-65.  
9 M. Hugerat and N. Kortam, “Improving Higher Order Thinking Skills among Freshmen by Teaching 

Science through Inquiry,” Eurasia Journal of  Mathematics, Science & Technology Education 10, (2014): 447-454.  
10

 Yuli Choirul Ummah and Muh Barid Nizarudin Wajdi, “Dismantling Paradigm Book Ta’limul Muta’allim,” 

Educatio : Journal of Education 1, no. 2 (October 30, 2016): 1–10, accessed October 21, 2017, 
http://www.ejournal.staimnglawak.ac.id/index.php/educatio/article/view/26. 

11 Muh Barid Nizaruddin Wajdi, “Arabic Learning Skill,” AT-Tahdzib: Jurnal Studi Islam dan Muamalah  3, no. 2 

(2016): 32–47. 
12 Muh. Barid  Nizarudin Wajdi, “ المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها ,” At-Tajdid:  Jurnal  

Ilmu Tarbiyah; Vol 5 No 1 (2016): January 2016 (2016),  

http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15.  



  

 
Soeharto 

PHYCCTM Development Based on KKNI on Impuls…  

 

  

Volume 2, Number 2, November 2017 | 268  

 zzzzzz  

   

performance with measurable quality, under the supervision of his supervisor directly (2 ) have 

basic operational knowledge and factual knowledge of specific areas of work, so as to be able to 

choose available solutions to common problems and (3) be responsible for self-employment and 

be responsible for guiding others. This competency should be developed in the learning tools 

and curriculum in schools. 

KKNI is the basic development of Curriculum 2013. Problems that occur in the effort to 

prepare and implement the Curriculum 2013 is the absence of teaching materials that can 

precisely achieve competence in the curriculum and can improve the ability to think critically and 

analyze the students, so it needs to be made competent teaching materials developed from 

KKNI and Curriculum 2013. 

Based on the problems and findings of research results that have been presented, 

preliminary research and literature review, the research conducted in the development of Physics 

Comprehensive Contextual Teaching Material (PhyCCTM) based on KKNI on impulse and 

momentum materials to improve HOTS ability and independent character of high school 

students. 

The objectives of this research were; (1) Produce KKNI-based PhyCCTM learning tool 

to improve HOTS and independent character Learners, (2) to know the result of HOTS 

improvement in Physics learning by using KKNI-based PhyCCTM Learning Tool developed, (3) 

to know the level of independent character categories Learners in learning Physics by using 

KKNI-based PhyCCTM learning tools developed, and (4) knowing the effect of applying 

learning using KKNI-based PhyCCTM learning device to control and experiment class on 

HOTS and Independent character of Learners. 

The expected benefits of the research results in terms of theoretical can be one reference 

learning tool in improving HOTS and Character Independent Learners. Meanwhile, in terms of 

applicative, is expected to be a stock of teachers, especially in the field of Physics education at 

high school level that is improving HOTS and Self Character Learners in Physics learning. 

 

RESEARCH METHOD 

This research was an R & D (research and development) research with Borg & Gall 

development model whose steps are modified include preliminary study and planning, 

development stage and evaluation phase. This research used qualitative and quantitative 

approach. Qualitative approach specializes to analyze the feasibility of the product, questionnaire 

responds an independent character of learners. The quantitative approach was used to analyze 

the HOTS improvement and the effect of the resulting product on the HOTS enhancement and 

the independent character of the learner. 

The study was conducted on January 1, 2016, until April 30, 2016. The preliminary study 

of HOTS survey was conducted in five schools in Yogyakarta namely SMAN 8 Yogyakarta, 

SMAN 2 Sleman, SMAN 1 Kasihan, SMAN 1 Sentolo, and SMAN 1 Playen. After conducting 

the survey in the school is done limited test class XI MIPA 7 SMA N 8 Yogyakarta. The broad 

test was conducted in class XI MIA 3 SMA N 1 Poor as an experimental class and grade XI MIA 

6 SMAN 1 Poor as a control class. 

In the preliminary study conducted a survey of 5 schools in Yogyakarta to know the 



  

 
Soeharto 

PHYCCTM Development Based on KKNI on Impuls…  

 

  

Volume 2, Number 2, November 2017 | 269  

 zzzzzz  

   

distribution of the ability of HOTS in 144 high school students. Furthermore, a limited test was 

conducted on 19 students at SMA N 8 Yogyakarta and extensive test on 60 students at SMAN 1 

Kasihan. The total sample in this study was 223 high school students. 

The initial stage of this research was product development in accordance with the R & D 

research steps of the Borg and Gall development model. After that, the initial product that was 

vetted was validated by two expert Lecturers and two Physics Teachers. After the final product 

was validated and improved according to the validator's suggestion, a preliminary survey was 

conducted to find out the distribution of HOTS in DIY. The limited test was conducted in 

SMAN 8 Yogyakarta. After a limited test, the product was repaired so as to produce product 1. 

Furthermore, extensive test conducted in SMAN 1 Kasihan. After extensive test, repairing and 

producing product 2. Product 2 was the final product of the results of research conducted in the 

first year. 

Survey data analysis was done quantitatively with the helped of Rasch Model to know 

reliability, empiric validity, and difficulty level of problem. The analysis of research data was done 

qualitatively and quantitatively. Qualitative analysis was conducted to find out the category of 

product feasibility, questionnaire response and independent character of learners. Quantitativ e 

analysis was performed using SPSS 17 assistance to determine the HOTS increase in the limited 

test with t-test and score gain. Meanwhile, to know the effect of the resulting product on HOTS 

and independent characters Learners used Manova. 

 

RESULT AND DISCUSSION 

The preliminary survey results showed the validity and reliability of the HOTS 

Evaluation Instrument used. Based on the analysis of Rasch model it was known that Cronbach 

alpha value (measure reliability) shows the value of 0.93 and 0.94 on the item stated that the 

reliability of the instrument was classified as "Excellent." INFIT MNSQ and OUTFIT MNSQ 

values on the items are 0.99 and -0.3 respectively that the instrument has a good validity as it 

approaches its ideal value was 1.00 MNSQ INFIT and OUTFIT MNSQ values in person in 

sequence were 1.04 and -0.1 indicated that the instrument has good validity as it approaches its 

ideal value was 0.00. 

Product Feasibility Result based on validation of expert lecturer and physics teacher in 

Table 1. 

Table 1. Product Feasibility by Validator 

Validator Average Value Score 

Expert Lecturer 3.42 Good 

Physics Teacher 3.81 Very Good 

 

Based on Product validation results. The product was said to be eligible with a good 

category of 3.42 by Expert and Excellent lecturer of 3.81 by the physics teacher. 

Student response to LKPD, teaching materials, and learning process was shown in Table 

2. 

Table 2. Student's Response to LKPD, Teaching Materials, and Learning Process 

Test Average Value Skor 



  

 
Soeharto 

PHYCCTM Development Based on KKNI on Impuls…  

 

  

Volume 2, Number 2, November 2017 | 270  

 zzzzzz  

   

Limited Test 3.04 Good 

Wide Test 2.95 Good 

 

From the result of limited test and wide test known to learners’ response to LKPD, 

Teaching Materials and Learning Process categorized both equal to 3.04 and 2.95. 

In the limited test known increase HOTS with Gain Score in Table 3. 

Table 3. Gain HOTS score of learners on a limited test 

 Pre Post Gain Category 

Average 52.30 62.93 0.195 Low 

 

While based on t-test known that there was significant difference in Sig value. (2-tailed) 

of 0.001 <0.05 which indicates that there was a significant difference between the pretest and 

posttest HOTS evaluation tests. 

On the Test, Area was also known Gain score HOTS learners. Table 4 shows Gain 

HOTS score of learners on a broad test. 

Table 4. Gain HOTS score of learners on a limited test 

 Pre Post Gain Category 

Average 42.98 66.38 0.397 Medium 

 

In the broad test results obtained better than the limited test in terms of the increase in 

HOTS learners and Gain score. This might happen because the learning that occurred because 

the product had been improved based on data from the limited test. 

Enhancement and self-contained learner categories were known in the test area because 

they could be compared between the control and experimental classes. Table 5 showed the 

character enhancement of independent on wide test. 

Table 5. Average Self-Character on Extensive Test 

Group Average Value Category 

Control 2.67 Fair 

Experiment 2.76 Fair 

 

Based on Table 5, the control class and the experimental class on the broad test had 

sufficient categories on the standalone characters, but the mean standalone character values in 

the experiment class were higher than the control class. These data showed that the treatment 

provided effectively improves the independent character of the learner. 

The effect of the application of the products produced on the control and experimenta l 

class in terms of HOTS and the independent character of the learners was known through the 

Manova test with the help of SPSS 17. Based on the Manova test it was known that Sig. of F 

from Wilks' Lambda, Pillai's Trace, Hotelling's Trace and Roy's Largest Root is 0.000 <0.05, then 

Ho was rejected. So, in conclusion: There were a significant difference in effectiveness on the 

average HOTS (Y1) and independent characters (Y2) between learners who were taught by 

PhyCCTM-based KKNI-based learning tools and learners who are taught with Teacher learning 

tools. So, it could be said PhyCCTM Learning Tool developed to improve HOTS and Character 



  

 
Soeharto 

PHYCCTM Development Based on KKNI on Impuls…  

 

  

Volume 2, Number 2, November 2017 | 271  

 zzzzzz  

   

Independent learners. 

 

CONCLUSION 

Based on the research that had been done could be concluded that: (1) The Product has 

been produced in the form of PhyCCTM based on KKNI on impulse material and decent 

momentum with "Good" category by expert lecturer and "Very Good" by physics teacher. (2) 

Learning Tools PhyCCTM based KKNI able to increase HOTS Learners on the material 

impulse and momentum. This had seen from the average gain of HOTS score of learners in the 

experimental class of 0.39 and control class of 0.15. In addition to the t -test was known that 

there was a significant difference in the value of Sig. (2-tailed) of 0.001 <0.05 which indicated 

that there was a significant difference between the pretest and posttest HOTS evaluation tests. 

(3) Learning Tool PhyCCTM able to improve the autonomous character of learners with the 

average questionnaire value and observation of independent characters of learners in the 

experimental class in sequence of 2.76 and 2.74 are sufficiently categorized. But the average 

experiment class was higher than the control class. (4) There was a significant difference in 

effectiveness on the average HOTS (Y1) and independent characters (Y2) between learners who 

were taught by PhyCCTM-based KKNI development tools and learners who were taught with 

Teacher learning tools. Could be concluded Learning Kit PhyCCTM-based KKNI able to 

improve HOTS and Character Independent learners. Based on the Manova test it was known 

that Sig. of F from Wilks' Lambda, Pillai's Trace, Hotelling's Trace and Roy's Largest Root was 

0.000 <0.05. 

 

 

BIBLIOGRAPHY 

Borg, W. R. and Gall, M.D. Education Research an Introduction (7thed.). New York. Longman Inc., 

2003. 

Dikpora DIY. “Hasil UN 2012 SMA/MA/SMK di DIY.” Yogyakarta: Dikpora DIY, 2012. 

Accessed August 1, 2015. http://www.pendidikan-

diy.go.id/dinas_v4/?view=v_berita&id_sub=2692  

Harrison, N. “Using the Interactive Whiteboard to Scaffold a Metalanguage: Teaching Higher 

Order Thinking Skills in Preservice Teacher Education.” Australasian Journal of Educational 

Technology 29, (2013): 55-65. 

Hugerat, M. and Kortam, N. “Improving Higher Order Thinking Skills among Freshmen by 

Teaching Science through Inquiry.” Eurasia Journal of Mathematics, Science & Technology 

Education 10, (2014): 447-454. 

Istiyono, Edi., Mardapi, Djemari and Suparno. “Pengembangan Tes Kemampuan Berpikir 

Tingkat Tinggi Fisika (PhysTHOTS) Peserta Didik SMA.” Jurnal Penelitian dan Evaluasi 

Pendidikan 14, (2014): 1-12. 

Kapler, I. V. et al. “Spacing in a Simulated Undergraduate Classroom: Long-Term Benefits for 

Factual and Higher-Level Learning.” Science Direct: Learning and Instruction 36, (2015): 38-

45. 

Kuldas S. et al., “Malaysian Adolescent Students' Needs for Enhancing Thinking Skills, 

http://www.pendidikan-diy.go.id/dinas_v4/?view=v_berita&id_sub=2692
http://www.pendidikan-diy.go.id/dinas_v4/?view=v_berita&id_sub=2692


  

 
Soeharto 

PHYCCTM Development Based on KKNI on Impuls…  

 

  

Volume 2, Number 2, November 2017 | 272  

 zzzzzz  

   

Counteracting Risk Factors and Demonstrating Academic Resilience.” International Journal 

of Adolescence and Youth 20, (2014): 32-47. 

OECD. PISA 2012 Results in Focus: What 15-Year-Olds Know and What They Can Do What They 

Know. USA: OECD-PISA, 2014. 

Richland, L. E. and Simms, N. “Analogy, Higher Order Thinking and Education.” WIREs 

Cognitive Science 6, (2015): 177-192. 

Simon, N. “Improving Higher-Order Thinking Skills Using Virtual and Simulated Science 

Laboratory Experiments.” Springer: New Trends in Networking, Computing, E-Learning, 

Systems Science, and Engineering 312, (2015): 187-192. 

Sari, Devit Etika, and Muh Barid Nizarudin Wajdi. “The Effectiveness Of The Method of GI 
With Electronic Workbench Study To Improve Activities and Results Student.” Educatio  : 
Journal of Education 2, no. 1 (2017): 136–150. 
http://www.ejournal.staimnglawak.ac.id/index.php/educatio/article/view/22. 

Ummah, Yuli Choirul, and Muh Barid Nizarudin Wajdi. “Dismantling Paradigm Book Ta’limul 
Muta’allim.” Educatio  : Journal of Education 1, no. 2 (October 30, 2016): 1–10. Accessed 
October 21, 2017. 
http://www.ejournal.staimnglawak.ac.id/index.php/educatio/article/view/26. 

Wajdi, Muh. Barid Nizarudin. “  :At-Tajdid ”.المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها
Jurnal Ilmu Tarbiyah; Vol 5 No 1 (2016): January 2016 (2016). 
http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15. 

Wajdi, Muh Barid Nizaruddin. “Arabic Learning Skill.” AT-Tahdzib: Jurnal Studi Islam dan 
Muamalah 3, no. 2 (2016): 32–47. 

 


