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Optimizing students’ scientific communication skills through higher order thinking virtual laboratory (HOTVL)

Communication skill is one skill that is very needed in this 21st century. Preparing and teaching this skill in teaching physics is relatively important. The focus of this research is to optimizing of students’ scientific communication skills after the applied higher order thinking virtual laboratory (HOTVL) on topic electric circuit. This research then employed experimental study particularly posttest-only control group design. The subject in this research involved thirty senior high school students which were taken using purposive sampling. A sample of seventy (70) students participated in the research. An equivalent number of thirty five (35) students were assigned to the control and experimental group. The results of this study found that students using higher order thinking virtual laboratory (HOTVL) in laboratory activities had higher scientific communication skills than students who used the verification virtual lab.


Introduction
In various different countries, science educator had explicitly identified communication skill as the competence needed for science literacy ability in 21st century [1]. In the effort to face the challenge in 21st century, it is important for all individuals to possess that communication skill [2]. Indonesian government had implemented real step in preparing students to face the challenge in 21st century by making new policy about curriculum. Curriculum 2013 announced refer to skill of 21st century which is oriented to higher order thinking skill, among other is communication skill. Therefore, learning process which has been done in school should be able to develop students' communication skill. Physics is one science subject taught in school, and it is expected to become tool in training and equipping communication skill for students. Based on explanation about the goal of physics subject in Senior High School level, it shows that physics subject teaching in Senior High School is aimed to train and develop students' thinking and communication skill in order that students can master physics concept and principle and to develop their knowledge [3].
Communication skill is skill in delivering or sharing the ideas about knowledge which had been acquired [4]. Communication ability also defined as ability in delivering and giving information and speaking and writing ability [5]. Communication skill comprise oral, written and nonverbal communication skill. In physics, scientific communication skill comprise some indicators, namely: (1) identify ability in obtaining information; (2) able to state daily event in physics language or symbol; (3) contribute idea in group work; and (4) explain the physics idea and task in product/ report making; and (5) communicate the result of product or work/report [6]. Communication skill focused on six higher order learning skill i.e. information retrieval, scientific reading, listening and observing, scientific writing, information representation, and knowledge presentation. Each higher order skill consist of skill and sub special skill [7]. This research will focus on students' scientific communication skill in scientific writing, information representation and knowledge presentation. Some researches mentioned that in developing students' communication skill, it can be done through laboratory activity [8], because learning through laboratory activity play important thing in developing students' communication skill [9]. It is confirmed by Zezekwa's statement that through practicum activity can train and develop students' soft skill and hard skill [10]. The earlier research stated that inquiry based-practicum can develop students' communication skill [11]. But the condition of laboratory activity today still not as expected. Some earlier researches showed that 1) the practicum done in school had been managed effectively; 2) the type of experiment practiced is too simple and not meaningful; 3) in practicum activity, students are only required to report the result of observation, but rarely they are asked to analyze interconnection among variables observed, to test the prediction, or to choose some possible explanations toward study result; 4) practicum activity which is very structured and only as verification less awake students' curiosity so it less develop creativity [9]. Therefore, this research will develop students' scientific communication skill in the material of electric circuit through higher order thinking virtual laboratory (HOTVL) activity.
Higher order thinking laboratory (HOT Lab) is practicum activity which emphasize problem solving by using higher order thinking skill which consist of some processes, namely understanding the challenges, generating ideas, preparation for lab work, doing lab work, communicating and evaluating results [12]. HOT Lab design consisting of 11 phases of activities which include: real world problems; determine and evaluate ideas; experimental question; materials and equipment; prediction; question of the method; exploration; measurement; analysis; conclusion; and presentations [13]. However, the limitation of equipment in school and time often become obstacles in doing practicum [13]. The present of virtual lab become one solution for that problem [14]. Virtual lab is laboratory designed through computer program which is made as if like real laboratory [15]. Virtual lab can be web or application which enable students to conduct simulation experiment [16]. Virtual lab consists of web or application design that are possible to users (students) to operate the simulation experiment [17]. Moreover, virtual labs can also visualize the microscopic phenomena contained in electrical circuit concept. Learning by visualizing a microscopic phenomenon can help students to understand at concept [18]. Therefore, it is expected that application of higher order thinking virtual laboratory can optimizing students' scientific communication skills on the material of electric circuit.

Methods
This research involved 35 students of experiment class and 35 students of control class from one of public school in West Bandung Regency. This research used quasi experiment method with posttestonly control group design [19] in class XII which was taken by purposive sampling. Experiment group was given treatment in the form of application of higher order thinking virtual laboratory (HOTVL) model whereas control group is given verification practicum activity. After given treatment, those two groups were given posttest.
Data collection was done by using multi-representation essay test and assessment sheet (non-test) for ability in making report and presenting knowledge orally as shown in Table 1. Information representation instrument is tested in the end of each session whereas assessment sheet is done during practicum activity process. The data score of scientific communication skills on aspects of the ability to scientific writing and knowledge presentation is obtained through the assessment sheet at each meeting shown in Table 2.

Results and Discussion
Based on the observation of the practice using observation sheet to assess the communication skills of the students on the scientific writing aspect, information representation and knowledge presentation obtained data as shown in Figure 1. The three aspects of scientific communication skills of scientific writing, information representation, and knowledge presentation in classes using HOTVL are higher than those in the lab implementation class. The information representation aspect shows the highest average score in the two group. The average score of the lowest scientific communication skills is in the scientific writing aspects either in the class using the HOTVL or the lab verification class.
Students use HOTVL of scientific communication skills on information representation aspects better than verification virtual lab. Aspects of information representation can be developed when students undertake activity of asking experimental questions, predicting, applying question method; exploring, measuring, analyzing, and concluding on the HOTVL. Students who verify the lab does not benefit the provision of science skills, hands-on and even minds-on skills [20]. The scientific writing aspect of students using HOTVL is better than students who use lab verification. The HOTVL provides an opportunity for students to apply learned concepts to solve problems encountered in everyday life. Students seek and select various sources of reference, discuss information obtained, determine and evaluate information relevant to the problem, create reports and present the results. It can be understood because the ability in presenting require basic ability in reasoning and argumentation which is quite good [21]. A student will be able to communicate a thing well, of course if she/he master the content well, understand cause-effect relation contained in that content and has good reasoning.
Based on analytic result of students' scientific communication skill achievement in aspect of information representation in practicum activity on material of electric circuit, there is difference in achievement between experiment group and control group. The comparison on the aspect of information representation achievement is presented in the Figure 2.  Figure 2 shows that students tend to possess ability in representing knowledge into the form of scheme which is higher compared with their ability in representing it in the form of graph, verbal and mathematical. This tendency is influenced by some intelligence, habit and learning environment whereas the accuracy of multi representation is influenced by concept understanding, knowledge which is inculcated and exercise [22]. Each representation can help students in understanding keywords of a concept by identifying the representation presented. With keyword of a concept which had been acquired, students are able to make another representation in accord with the representation presented [23]. The ability in translating among representation modus in solving the problem is influenced by combination of representation, topic and students' knowledge [24]. Besides, students' ability in interpreting representation is influenced by being familiar with representation, familiar with the concept represented, student age and the way of thinking [25].

Conclusion
Based on study result, it can be concluded that application of higher order thinking virtual laboratory (HOTVL) design in laboratory activity the topic of electric circuit had higher scientific communication skills than students who used the verification virtual lab. Therefore, this design is feasible to be applied in laboratory activity another physics topic.