How to optimize physics learning digital media to stimulate higher order thinking skill in the COVID-19 era


  • Agus Suyatna Lampung University


multimedia, interactive, stimulate, HOTS


Today's education is directed at achieving 21st century skills, some of which we know, namely: creative thinking skills and problem solving, critical thinking skills, collaboration skills, communication skills, can be grouped into Higher Order Thinking Skills (HOTS). To achieve these skills in this era, there is the challenge of limiting face-to-face in-class due to COVID-19. Due to this challenge, innovation and creativity in physics learning media are needed. Learning media plays a very important role in meeting the needs of multi-source learning, ICT based learning, and adaptive learning. In this presentation, I will describe how to optimise physics learning digital media to stimulate higher order thinking skills in the COVID-19 era. The presentation is sourced from the results of the author’s research on multimedia development, literature review, and teaching experience to students of the Physics Education Study Program at the University of Lampung. Based on the results of the study, it can be concluded that physics learning media that can stimulate HOTS in the COVID-19 era, is in the form of multimedia whose content contains physical phenomena that invite curiosity, contains challenging problems to solve, is interactive and hyperactive, according to the characteristics physics material and student needs, helps eliminate abstractions through visualisation of phenomena, and fulfills the principles of multimedia instructional design. Multimedia is structured in a systematic way of presentation reflection, discovery, development, application, communication, in the form of text, images, videos, animations, simulations.

Author Biography

Agus Suyatna, Lampung University

Agus Suyatna is a Professor of Science Education at the University of Lampung, specialising in physics education. While his research in physics education is multifaceted, he has capitalised on his expertise in technology in physics education to optimize for online and remote teaching and learning during COVID-19. He has published on the specific topics of growing students science process skills, STEM-based physics multimedia and STEM-integrated flipped classrooms. He has also researched physics teachers perceptions and use of STEM approaches.