The Impact of Digital Literacy on Improving Physics HOTS in Indonesia

Abstract

The integration of digital literacy in Indonesian education has significantly contributed to enhancing students’ Higher-Order Thinking Skills (HOTS) in physics, aligning with global educational priorities. This study aims to examine how digital literacy supports the development of critical thinking, analytical skills, and creativity in physics education. The methodology involved analyzing recent case studies and empirical data from national and international journals, focusing on digital tools like simulations, virtual experiments, and HOTS-based assessments.

Key findings reveal that teachers with advanced digital literacy are better equipped to create engaging, context-based learning environments. This approach enables students to connect theoretical concepts with real-world applications, fostering problem-solving and critical analysis. Furthermore, digital platforms encourage collaborative learning and innovation, particularly in solving complex physics problems. However, challenges such as unequal access to technology and insufficient teacher training persist, particularly in rural areas. Addressing these issues through targeted investments and policy reforms is essential to maximize the impact of digital literacy on HOTS development.

In conclusion, digital literacy serves as a vital catalyst in improving the quality of physics education in Indonesia, bridging the gap between traditional teaching methods and the demands of the 21st-century learning environment. This study emphasizes the need for continuous teacher training and equitable access to digital tools to achieve sustainable progress in education.