The development of higher-order thinking skill-based immune system learning tools

ABSTRACT


INTRODUCTION
The rapid development in the present era requires students to adapt to changes.Education is one way that students can deal with changes over time.In contrast, students must possess a variety of competencies to succeed in 21st-century education.These competencies include critical thinking, problem-solving, collaboration, effective communication, and information and communication technology literacy (Agnafia, 2019).Selecting the appropriate and relevant learning resources is one method to accomplish these objectives through the learning process (Istiqah et al., 2021).This significantly influences how education is carried out, particularly in the development of learning and critical thinking abilities so that students can adjust and fulfill all the demands of the twenty-first century (Simbolon et al., 2022).Consequently, in the context of biology learning, a learning tool is VOLUME 8 ISSUE 2 JANUARY 2024 needed to facilitate the learning process to run effectively and efficiently (Rahayu & FX, 2015).
Therefore, the preparation of the learning tools becomes a crucial responsibility for educators.
The planning of the learning process is one of the process standards outlined by Permendiknas Number 56 of 2013, mandating that educators in educational units must possess the ability to create learning tools.These tools are intended to assist students in developing high-level thinking skills particularly in the capacity for critical thinking (Sigit & Ahmad, 2021).This is in line with 21stcentury goals, aiming to enhance the student's academic standards, particularly in biology classes by fostering critical thinking abilities (Istiqah et al., 2021).The requirements of the 2013 curriculum for biology instruction call for substantial adjustments to teaching strategies.This is because, in addition to emphasizing teachers' ongoing innovation in technique development, the teaching and learning process itself depends heavily on the availability of learning resources, which further support the biology learning process (Rahayu & FX, 2015).
Based on the findings of preliminary research analysis, which involved interviews at several schools in the Indramayu Regency, including SMAN 1 Krangkeng, SMAN 1 Indramayu, and SMAN 1 Kandanghaur-the most prestigious and excellent SMA schools-it was discovered that: 1) learning tools continue to be pre-existing tools; 2) learning tools are only modified when the curriculum and materials change; 3) HOTS (critical thinking skills) indicators are rarely included in newly created learning tools; and 4) HOTS (critical thinking skills) based questions are rarely created, particularly when it comes to immune system material.
In the meantime, critical thinking abilities are necessary for students to adjust to 21st-century changes.Indicators of critical thinking skills represent thought processes at the highest cognitive level according to Bloom's taxonomy (Siregar & Aghni, 2021).To enhance the standard of instruction and yield the best graduates, the Ministry of Education and Culture is currently developing a government program through the Directorate General of Teachers and Education Personnel (Ditjen GTK) that emphasizes the development of critical thinking abilities (Nursari et al., 2021).consequently, using learning resources that they have created, teachers' primary responsibility is to assist students in developing their critical thinking abilities (Rahmawati et al., 2022).
Maulidah (Istiqah et al., 2021) asserts that high-quality learning resources can help students acquire soft skills and life skills.Additionally, learning tools can support teachers in assisting students in reaching their learning objectives (Purnamasari & Nur Wangid, 2016).The development of effective, comprehensive, and methodical learning tools is the first step toward successful learning (Deviana & Kusumaningtyas, 2019).Because the government is currently implementing the 2013 curriculum to improve students' morals or ethics and another goal of having students have deep thinking abilities, it is necessary to develop HOTS-based learning tools for critical thinking skills (Jefri & Heniwati, 2020).In addition, students will be able to engage with the global community and compete on a worldwide basis (Sakti, 2019).So that students are able to adapt themselves to developments in the 21st century.
One of the topics addressed in biology classes in SMA/MA is the immune system, which was the main subject of this study.Sari et al (2017) revealed that Students regarded the content about the immune system to be challenging or complex.Aside from it, material connected to the environment and the person makes up the immune system.Based on this, for a successful learning According to (Tegeh & Kirna, 2013), the stages for applying the R&D technique are as follows: Because of time constraints, the stages used in this research were analysis, design, and development.Table 1 provides a description of the research phases.The population of this study comprises individuals working as validators in the field of biology (1) Then a conversion to the achievement level scale is carried out to determine the level of product validity, which is as follows:

RESULT AND DISCUSSION
The initial step, referred to as a needs analysis, is conducted to determine the fundamental requirements of the industry concerning the elements of immune system learning tools that still require development.This is consistent with the viewpoint of Supadma et al (2019) who assert that the needs analysis must be taken into account while developing learning tools.To identify the fundamental issues encountered throughout the learning process, a syllabus analysis is conducted (Destiana, 2020).Unstructured interviews were conducted with biology instructors of class XI at multiple schools in Indramayu Regency, specifically SMAN 1 Krangkeng, SMAN 1 Indramayu, and SMAN 1 Kandanghaur, in order to acquire data for analysis.Table 3 displays the analysis's conclusions.
Table 5 shows the gathered information that learning tools employed in the classroom nowadays do not really assist students in enhancing their critical thinking abilities.Creating a sophisticated lesson plan centered on the students' HOTS is one step that can be taken to address this issue.A component of learning planning is selecting the learning model to be applied.PBL is one of the learning models that can boost students' HOTS.

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Existing forms of learning tools have not trained students' critical thinking skills, while students' critical thinking skills are important in facing developments in the 21st century.This observation aligns with the findings of Diharjo et al., (2017) who claimed that critical thinking is a crucial skill that students should develop in order to increase their knowledge.The development of critical thinking abilities for students will encourage their use of cognitive reasoning to learn.
Students must acquire critical thinking skills since they must come up with ideas for thinking about the problems they will be studying during the learning process, this is in line with Richmond J.E.D (Putri et al., 2019) who stated that critical thinking abilities can both be powerful tools that help Asian students be prepared to deal with the complicated issues that arise in today's advancements.
It is undoubtedly impossible for us to meet the demands of these times without first undergoing training.It is possible to increase critical thinking abilities through thought training.Thus, in order for students to keep up with advancements in science and technology, a critical thinking skillsfocused learning process through educational resources is required (Ainun, 2021).Problem-Based Learning (PBL) is a teaching strategy for fostering the development of students' critical thinking abilities.In addition, Chagas (dalam Maryam et al., 2018) assert that the development of PBL is necessary to enhance student engagement with real-world, meaningful problems.This approach not only enables students to solve problems but also learning facilities and gain meaning from the problems.Furthermore, in order to give students the opportunity to integrate both new and old knowledge, teachers encourage them to learn new material and concepts when they solve issues and blend theory and practice (Zainal, 2022).This implies that to make students able to think more clearly, solve problems, and be prepared for challenges in the future, they must always think critically in all areas where critical thinking abilities are crucial to development (Jawadiyah & Muchlis, 2021).
The planning stage for HOTS-based immunity learning tools is the second stage, which is called the design stage.The design step of creating tools of learning is predicated on data from the field requirements analysis, an examination of pertinent literature, an assessment of national education policy, and a consideration of scientific and technological advancements.According to Ennis (Ardiyanti, 2016) the design of this HOTS-based immunity learning tool adjusts to markers of critical thinking abilities.and evaluation instruments.The following learning tools' product design can be seen in Table 4.The validation process for the RPP learning tool involves assessing thirteen aspects, as indicated in Table 6.The overall Lesson plan learning tools generated achieved an average percentage of 94.71% with very valid criteria, according to the Lesson Plan validation results.This suggests that using the Lesson Plan learning tool product to study immune system content is acceptable.
The evaluation outcomes for every facet can be elaborated upon as follows: An average percentage of 87.5% was obtained using very valid criteria in the first aspect, completeness of identity, which comprises education unit, subject, class/semester, time allocation, and academic year.This is in line with research from (Shobirin et al., 2016)  With very valid criteria, the third aspect-Appropriateness between Competency Achievement Indicators (IPK), learning objectives, and evaluation tools-achieved an average percentage of 100%.This is in line with the view of (Rachmawati et al., 2020) which asserts that the Lesson Plan needs to include the following: learning objectives, learning materials, teaching and learning process, assessment tools, Competency Achievement Indicators, Core Competencies, and Basic Competencies.To develop students' high-level thinking abilities, the learning objectives in this instance are created utilizing targets from the updated Bloom's taxonomy levels, specifically C3, C4, and C5 (Tasrif, 2022).In order to construct a lesson plan that aligns with the intended curriculum and effectively meets the learning objectives, several interrelated elements must be considered.
Appropriateness between the learning model, media, tools, and learning resources, as well as the VOLUME 8 ISSUE 2 JANUARY 2024 major content, received an average percentage of 87.5% using very valid criteria for the fourth component.This is consistent with research (Bararah, 2017) which claims that to prepare lesson plans effectively, a teacher must technically comprehend the Appropriateness of the primary content, learning model, media, tools, and learning resources.The content covered in this Lesson Plan is connected to real-world issues, thus students must be able to recognize, evaluate, and resolve the issues when they arise (Widodo & Kadarwati, 2013).A

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problem-oriented learning approach that aligns with the content being delivered is called problembased learning (PBL) (Jumadi, 2018).
The fifth aspect, the introduction phase, comprises six components: opening and preparation, tracking attendance of students, perception, motivation, stating the lesson's title, and stating the learning objectives.Using very valid criteria, this section received an average percentage of 87.5%.
Pre -activities include greeting, getting ready, keeping track of students' attendance, perceiving, inspiring, stating the lesson's title, and stating the learning objectives.These learning steps are connected to determine the process of learning (Permendikbud Number 103, 2013).
With very valid criteria, the sixth aspect-appropriateness between major material, perception, and motivation-obtained an average percentage of 93.75%.This is consistent with a study by Taorina et al., (2018) which emphasizes the need for motivation and perception to match the content being delivered.The seventh factor, the degree of appropriateness between PBL's syntax 1 and the learning activities of both students and teachers during instruction, received a perfect score an average of 100% using very valid criteria.With very valid criteria, the eighth aspect-the appropriateness of PBL 2 syntax with students' learning activities and teachers' activities during instruction-obtained an average percentage of 100%.With very valid criteria, the ninth aspect-the appropriateness between the three PBL syntax, the learning activities of the students, and the teacher's actions during instruction-obtained an average percentage of 93.75%.The tenth aspect, the appropriateness between the four PBL syntax, the learning activities of the students, and the teacher's actions during instruction, received an average score of 93.75% using very valid criteria.
With very valid criteria, the eleventh aspect-the appropriateness of the five PBL syntax with the learning activities of the students and the teacher during instruction-obtained an average percentage of 93.75%.The appropriateness of the PBL learning model for syntax 1-5 concerning student and teacher activities during instruction is supported by Indriani et al., (2021) assertion that the lesson plans' introductory, core, and closing activities make use of the PBL learning model.from phase 1 to phase 5, the presentation must be clear and accordance with PBL syntax.The twelfth aspect, closing activities, which include summarizing the material, reflecting/reinforcing learning material, evaluating, the teacher instructs students to read and understand the material that will be discussed at the next meeting, and closing, an average percentage of 100% is obtained with very valid criteria.This is in accordance with research from Sani, (2016) which states that in carrying out lesson-closing activities, the teacher will conclude the material from what has been explained, evaluate, and follow up.With an average percentage of 100%, the thirteenth aspect-Appropriateness of assessment with methodologies, forms, and instruments-is a very valid criterion.This corresponds with Kamilati, (2018) assertion that effective assessment planning is the foundation for effective assessment outcomes.To measure students' HOTS skills, the evaluation tool is based on critical thinking indications.
Three aspects are evaluated for the validation of PPT media learning tools, as shown in Table 7.The PPT media validation findings demonstrate that, when taken as a whole, the created PPT media learning tools achieved an average percentage of 95.83% using very valid criteria.This  The following is a detailed description of each aspect's assessment results: Concerning the first factor-the degree of appropriateness between the immune system content and the syllabus, RPP, and PPT-an average of 100% was attained using very valid criteria.This is in line with the study by Andriani et al., (2021) which claims that while selecting media, teachers must take into account several aspects, including the syllabus, lesson plans, learning objectives, and teaching materials, as well as the characteristics of the students and the costs involved.In the meantime, an average percentage of 87.5% using very valid criteria was reached for the second element, which is the appropriateness between the questions on the student's worksheet, learning activities, and the major material contained in the PowerPoint presentation (as per study goals).The PPT's material has been tailored to research, with key quotes from the literature, images that highlight issues, and thoughtprovoking questions to help students develop their identification, analysis, and prediction skills.
According to Pratama et al., (2022) to create high-quality media that is appropriate for its intended use and purpose, PowerPoint (PPT) media must consider the appropriateness of its components.According to Pramesti, (2021) the presentation of content or material that is suited for learning activities can result in high-quality PPT media.Additionally, a very valid criterion yielded an average percentage of 100% in the third aspect-the appropriateness of the PPT material, signs of critical thinking abilities, and learning activities.This is consistent with a study by Asminah et al., (2022) that shows PowerPoint is an interactive tool that uses markers of critical thinking abilities to generate learning activities that meet learning goals.
Four factors are evaluated as part of the validation of the assessment instrument learning tool, as shown in Table 8.The assessment instrument learning tool as a whole received an average percentage of 95% with very valid criteria, according to the evaluation instrument validation results.
This indicates that the HOTS-based immunity learning process can be facilitated by using the assessment instrument learning tool product.
The following is a detailed description of each aspect's assessment results: The first element, which measured the degree of appropriateness between the questions' format, content, and markers of critical thinking abilities, yielded an average percentage of 100% using very reliable criteria.This is consistent with the assertion made by Jazuli, (2015) that the assessment of critical thinking skills  With very valid criteria, the third factor-the appropriateness of the questions, answer keys, and scoring criteria-obtained an average percentage of 95%.This is in line with a study by Fanani, (2018) that claims that to create contextual questions, you must adhere to the question grid, scoring guidelines (rubric), answer key, and scoring criteria while composing questions.With very valid criteria, the fourth aspect-the completeness of the assessment instruments-grid, questions, and value processing methods-obtained an average percentage of 95%.This is in line with the study by Subkhi et al., (2022) which claims that the first steps in designing an assessment tool include syllabus analysis, question creation, and scoring.According to Kadir, (2015) carefully designed questions make use of the syllabus, organize grids, and assign points.According to Uneputty et al., (2022) creating assessment tools that adhere to the scoring rules and assessment grid, following assessment procedures, and utilizing assessment criteria as a guide can all help students succeed in gaining competency.

CONCLUSION
is crucial to prioritize learning tools that can capture the interest of students in the immune system.Therefore the creation and updating of learning tools that stimulate students' critical thinking, are essential.These issues served as the basis for the development of immune system learning tools.The product resulting from this development is a HOTS-based Lesson Plan on immune system material, learning media, and Learning Instruments.METHOD This study falls within the category of development research commonly referred to as R&D or research and development.The ADDIE model is the applied development model in this study.

Figure 1
Figure 1 Flow Chart of R&D Method Steps education.Purposive sampling was employed to select the research subjects as outlined by(Sugiyono, 2019).The Samples were collected based on the specific needs of the study, which included five experts and three practitioners.The experts included a language expert, a learning tools expert, a learning media expert, and two evaluation instrument experts.Additionally, three practitioners were included: a class XI biology teacher at SMAN 1 Kandanghaur, a class XI biology teacher at SMAN 1 Krangkeng, and a class XI biology teacher at SMAN 1 Indramayu.To ensure and a variety of data sources, validators were chosen from various regions.The research instruments employed in this study included: 1) an unstructured interview sheet given to biology teachers, 2) a checklist sheet used to determine the completeness of the administrative components of learning tools in the field, 3) an expert validation sheet, and 4) Validity and Reliability Test on question items.There are two types of data analysis methods employed in this study: 1) Qualitative: In three different schools in the Indramayu Regency, unstructured interviews were conducted to analyze initial needs regarding HOTS-based immunity learning tools.The validator also provided input and suggestions in the suggestion column of the validation sheet regarding the product.This resulted in the generation of qualitative data.2) Quantitative data: scores from validators' assessments of learning tools comprise quantitative data.These scores are processed and analyzed in percentage form using the following formula, which is based on (Ngalim, 2020): The initial stages carried out in designing this HOTS-based immunity learning tool were literature study and analysis of field needs.The results of the literature study are to determine learning indicators that are appropriate to Core Competencies and Basic Competencies.These learning indicators are also adjusted to indicators of critical thinking skills.The next step is to design a HOTS-based immune system learning tool consisting of lesson plans, learning media (PPT media), At the development stage, every element of the learning tool will be created in draft form and verified by experts and practitioners.Expert validators in respective disciplines obtain the validation results for the product validity assessment step.Likert scales with four scales are used in the validation tool.Table5displays the findings of the validation of HOTS-based immunity learning tool products by five experts and three practitioners.
indicates that the HOTS-based immunity learning process can be aided by the usage of the PPT media learning tool product.According to(Suartawan et al., 2021)  the utilization of interactive learning PowerPoint can improve learning by streamlining the process and fostering a favorable environment.
feature of an effective assessment instrument.This is determined by how well the content is suited and how the questions are structured to showcase critical thinking skills With very valid criteria, the second factor-the appropriateness of the questions, critical thinking skill indicators, and the updated Bloom taxonomy-obtained an average percentage of 90%.This is in line with research byMudaningrat et al., (2022) which claims that the revised Bloom taxonomy, indicators of critical thinking abilities, and question appropriateness are crucial as a reference for determining students' cognitive levels to meet learning objectives.
The need analysis for HOTS-Based immunity learning tools in Class XI at SMA/MA covers several requirements in the learning process: 1) The lesson plan used in the classroom is only copied from the existing 2013 Curriculum lesson plan, there is no Problem-Based Learning model in the lesson plan to train students' critical thinking; 2) PowerPoint (PPT) media is a media that is frequently used in the learning process, but the PPT media used is still monotonous in that each slide only displays all text and does not yet lead to critical thinking skills in students; and 3) The evaluation instrument created has a Low Level of Difficulty (LOTS) and does not yet lead to HOTS type of critical

Table 1 :
Detailed instructions for creating HOTS-based immunity learning tools

Table 2
Validity Level Qualifications Based on Percentage

Table 3
Data Result of HOTS-Based Immunity Learning Tools Product Analysis

Table 4
Product Design of HOTS-Based Immunity Learning Tools

Table 5
Data on Overall Results of Product Validation of HOTS-Based Immunity Learning Tools Table5demonstrates that with an average validation score of 93.26%, the HOTS-based immunity learning tools meet the criteria for very good validation.This indicates that using the learning tools to study immune system materials is acceptable.Students should consider development and needs, systematicity and relevance, consistency, and coverage while creating learning resources(Rianti et al., 2020).Table6shows the Lesson Plan validation results in greater detail.

Table 6
Percentage Data on Product Validation Results for Lesson Plan Learning Tools for HOTS-Based Immunity System Material

Table 7
Percentage Data on Product Validation Results for PPT Media Learning Tools for HOTS-Based Immunity System Material

Table 8
Percentage Data on Product Validation Results for HOTS-Based Immune System Material Evaluation Instrument Learning Tools