Mapping higher-order thinking skills in physics education students on temperature and heat concepts using a one-tier diagnostic test
DOI:
https://doi.org/10.17509/wapfi.111.9Keywords:
gender, higher order thinking skills, physics education students, one-tier test, mapping, temperature, heatAbstract
The demands of 21st-century education emphasize the mastery of Higher Order Thinking Skills (HOTS) as a core competency for prospective physics teachers, particularly in complex topics such as temperature and heat. This study aims to map the HOTS profile of Physics Education students and analyze the differences in achievement of these abilities in terms of gender. Using a quantitative descriptive method, the study involved 30 students selected through a simple random sampling technique. Data were collected using a valid and reliable one-tier test instrument to measure the ability to analyze (C4), evaluate (C5), and create (C6). The results showed that the students' HOTS profile was generally in the moderate category with an average score of 5.59. Significant findings indicate gender-based disparities, where female students had a higher average score (6.47) and more consistent performance than male students (4.80). However, a specific pattern deviation was found where male students showed a competitive advantage in technical data analysis related to thermal conductivity. This finding indicates that narrative-based assessment instruments tend to favor the verbal cognitive style of female students. This study recommends the implementation of inclusive inquiry learning strategies to accommodate diverse thinking styles and improve the professional readiness of prospective teachers.
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