Preliminary Phase: High Order Thinking Skills-Oriented Student Worksheets in Biology Subjects for Tenth-Grade Students

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INTRODUCTION
The 2013 curriculum is a curriculum that was developed to achieve competence as an instrument to direct students to be better and to think critically (Anam, 2020;Raharjo, 2020). The 2013 Curriculum has been designed and prepared to face the challenges of 21st-century skills. The 2013 curriculum has met the qualifications of 21st-century skills in content, process, and assessment standards (Rahayu et al., 2022;Redhana, 2019). Students are required to be able to think at a higher level to face the challenges of the 21st century. Higher-order thinking skills are divided into three things: creative thinking, critical thinking, and problem-solving (Pratiwi & Puspito Hapsari, 2020;Saraswati & Agustika, 2020). Higher order thinking skills can occur when a person retrieves interconnected information in the stored memory and expands the information to achieve goals or find answers to confusing circumstances or situations (Widarti et al., 2020;Wu & Wu, 2020). Students are required to have high thinking skills so that students can solve problems faced in everyday life (Ellerton, 2022;Triana et al., 2020). Higher order thinking skills are thinking activities that involve a high level of knowledge in Bloom's Taxonomy, namely analysis (C4), evaluation (C5), and creation (C6) (Pitt et al., 2015;Seibert, 2020).
Currently, learning is still centered on the educator (teacher center). It causes students to be unable to master 21st-century skills optimally. Based on a preliminary study at SMAN 1 Payakumbuh, it is known that biology teachers have used Student Worksheets that were made by themselves. The Student Worksheet used by the teacher has not been able to direct students to analyze following what the 2013 curriculum wants. The Student Worksheet used by the teacher prioritizes understanding and practice skills only. In addition, based on the results of questionnaire analysis with tenth-grade students at SMAN 1 Payakumbuh, they agreed to develop a HOTS-oriented Student Worksheet because the Student Worksheet used had not trained critical thinking skills, problem-solving, and decision making. Based on the results of an observation questionnaire with students at SMAN 1 Payakumbuh through a google form given to 62 students in the tenth grade of Mathematics and Natural Sciences. In learning biology at SMAN 1 Payakumbuh, it is known that the media or teaching materials that students often use are printed books. This statement is based on the questionnaire results. As many as 83.9% of students choose printed books. A total of 93.5% stated that the Student Worksheet is important in learning.
One of the efforts that can be made so that students can understand the concepts of the material provided by the teacher is by using learning media. Well-designed learning media will greatly assist students in digesting and understanding the subject matter (Kharisma & Asman, 2018;Sarini & Selamet, 2019). The function of the media in learning activities is not just as a teaching aid for teachers but also as a carrier of learning information/messages (Krismawati, 2019;Maryono & Budiono, 2021). In addition to media, teaching materials, such as Student Worksheets, are needed. The Student Worksheet is a learning tool or device used to convey material to students (Fadhil et al., 2021;Noprinda & Soleh, 2019;Putra et al., 2021). The Student Worksheet is one of the teaching materials and learning resources whose existence is very important as a support that can help students to improve their understanding, skills, and attitudes independently (Ani & Lazulva, 2020;Herawati et al., 2017). The benefits of the Student Worksheet are that it can make students understand the learning material provided by the teacher, can increase students' learning motivation, make the learning process more efficient and effective, and students become more focused and responsible in doing the assigned tasks by the teacher (Riyani & Wulandari, 2022;Utami & Dafit, 2021). Student Worksheets were designed and developed per the current situation, and conditions educators and students face.
Previous research findings stated that E-Learner Worksheets could lead students to understand and generate confidence during learning activities. The scientific approach-based interactive Social Science Student Worksheet received very good qualifications. It was declared suitable for use in learning in the fourth grade of elementary school (Idayanti & Sujana, 2022). The weakness of developing Student Worksheets in previous research is to support the learning process. However, in this study, students' worksheets were oriented towards higher order thinking skills to improve tenth graders' higher order thinking skills. Biology teachers have used Student Worksheets that were made by themselves. The Student Worksheet used has not been able to direct students to analyze, following what the 2013 Curriculum wants, because the Student Worksheet used by the teacher prioritizes understanding and practice skills. Thus, this study aimed to produce student worksheets oriented to higher order thinking skills to improve tenth graders' higher order thinking skills in the first semester.

METHOD
This research is a Developmental Research that aims to produce a product in the form of a HOTSoriented Student Worksheet using the 4-D development model (four-D models) from Thiagrajan, Dhoroty S. Semmel and Melvyn I. Semmel (1974) define, design, develop, and disseminate. This study was only carried out at the define stage because this research is a preliminary study that aims to analyze the school's needs for developing HOTS-oriented Student Worksheets for the tenth semester of biology material in the first semester. This study uses survey techniques. The research sample is 62 class students of X MIPA and one biology teacher at SMAN 1 Payakumbuh, conducted on December 19, 2020. The instrument used in this study was a questionnaire on the availability and use of biology learning resources for teachers and students to find out the problems teachers and students face regarding teaching materials used in learning biology for the tenth semester of the first semester. The data was collected by distributing questionnaires to the biology subject teachers and filling out the questionnaire using google forms to the tenth-grade students of the first semester.
Indah Maharani/ Preliminary Phase: High Order Thinking Skills-Oriented Student Worksheets in Biology Subjects for Tenth-Grade Students

Result
This research is a Developmental Research that aims to produce a product in the form of a HOTSoriented Student Worksheet using a 4-D development model (four-D models). The define stage. This section contains a preliminary analysis. The final preliminary analysis aims to determine the main problems faced by teachers. The final preliminary analysis was carried out by filling out a questionnaire on the availability of learning resources to biology subject teachers at SMAN 1 Payakumbuh. Based on the questionnaire analysis of the availability of learning resources, it is known that the learning process has used the lecture, practice, and discussion methods. The learning media used by teachers in schools are videos, printed books, power points, modules, and audio. From the interview results, the teacher also said that he had made learning media. Learning media is used by teachers to assist teachers in delivering material to students in the form of power points and videos. The teacher also said that this learning media is important to use in the learning process because it can clarify the concept of the material and make learning more interesting. Tenth-grade students in the first semester at SMAN 1 Payakumbuh become the subject of research on developing HOTS-oriented Student Worksheets. Student analysis was carried out on 62 students by distributing questionnaires to find out information related to the Student Worksheets to be developed. Based on the results of this student analysis, they said they had used the Student Worksheet as one of the teaching materials at school. The Student Worksheet has not trained critical thinking skills, problem-solving and decision making. It is known based on the results of distributing questionnaires to students presented in Table 1.  Table 1 shows that the Student Worksheet used by students has not been able to train students' HOTS. Of the 62 respondents, as many as 80.7% of students answered that LKPD had not been able to train students' critical thinking skills, and 82.3% of students answered the Student Worksheet that they had not been able to practice problem-solving skills, and 85.5% of students answered the worksheet. Work Students have not been able to practice decision-making skills. Thus, students agreed to develop a HOTS-oriented Student Worksheet equipped with problem-solving activities to practice critical thinking skills, problemsolving, and decision making. It can be seen in Table 2. Based on Table 2, it can be seen that more than 50% of students agree to develop a Student Worksheet that is equipped with problem-solving activities to train the HOTS. 98.4% of students agreed to develop a Student Worksheet with problem-solving activities to practice critical thinking skills. 98.4% of students agreed to develop a Student Worksheet with problem-solving activities to practice problemsolving skills. As many as 95.2% of students agreed to develop a Student Worksheet equipped with problem-solving activities to practice decision-making skills. In addition to being equipped with problemsolving activities to train HOTS above, students agree that the Student Worksheet is equipped with questions that can practice critical thinking skills, problem-solving, and decision making. It can be seen in Figure 1.

Figure 1. Development of Student Worksheets Equipped with HOTS Questions
Based on the graph above, it can be seen that 96.8% of students agree that if a Student Worksheet is developed, it is equipped with questions that can train critical thinking skills. 98.4% of students agree to develop a Student Worksheet that can practice problem-solving skills, and 96% of students agree to develop a Student Worksheet that can practice decision-making skills in solving problems.

Discussion
Based on this explanation, developing a HOTS-oriented Student Worksheet is necessary to improve students' higher-order thinking skills. If there is a HOTS Student Worksheet, students will no longer be difficult to solve the questions that are required to be solved by thinking critically in solving problems. Learning becomes more meaningful for students because, in the learning process, students are not just memorizing material but can understand the material being studied more deeply. Teachers use student worksheets and questions on daily, midterm, and final exams. It is known that the Student Worksheet used by the teacher has not been able to improve students' higher-order thinking skills, and the questions used by the teacher are still at the cognitive levels of C1, C2, C3, and C4. Learning media is needed in the form of Student Worksheets that can be used independently and in groups by students to train students' higherorder thinking skills (Hendriani & Gusteti, 2019;Nareswari et al., 2021). So that the Student Worksheet is provided with activities that can train students' higher-order thinking skills and HOTS-oriented questions. (Ariani, 2020;Indriyani et al., 2019).
Second, from the aspect of task analysis, task analysis aims to identify and analyze the abilities that students must master by determining the content in learning units that are following the 2013 Curriculum. Based on the preliminary study results, the Basic Competencies of Biology are determined in the tenth grade in the first semester. Task analysis is carried out by outlining Core Competencies, Basic Competencies, and Competency Achievement Indicators. Concept analysis aims to identify the main concepts in the tenth-grade biology material in the first semester. Concept analysis is carried out by arranging the main concepts that will be taught systematically and arranging the order of the material and concepts of the subject matter to be understood by students. The first semester's tenth-grade biology subjects are presented on the HOTSoriented Student Worksheet. Concept explanations assisted by supporting pictures and exercises on Student Worksheets can train students in critical thinking processes. Analysis of learning objectives which is the basis for designing Student Worksheets aims to identify learning objectives from core competencies, basic competencies, and learning indicators following the 2013 curriculum (Kurniaman & Noviana, 2017).
Based on the preliminary analysis, a teacher must prepare students with high-level thinking skills as a driver in the world of education. The advantage of this HOTS-oriented Student Worksheet compared to other Student Worksheets is that this Student Worksheet prioritizes creative and critical thinking skills in solving problems related to functions that involve divergent and convergent phases. The divergent thinking phase trains students to find problems, formulate problems, and look for options or alternatives. While the type of thinking in the convergent phase, students can make decisions (choose among various alternatives), take action (commitment to carry out decisions for the results obtained), and evaluate results. The problemsolving process carried out by students has great potential to train students to think at higher levels. Learning media is useful for stimulating students' attention, interests, thoughts, and feelings in learning activities to achieve learning objectives (Aprilianingrum & Wardani, 2021;Baidillah, 2016 prioritizes the ability to understand and practice only. The teacher said that the advantage of using Student Worksheets in the learning process is that the teaching and learning process becomes more interesting and meaningful, and the learning process is student-centered. There are no more obstacles in terms of time. Using Student Worksheets in the learning process can open up opportunities for students to be active and creative in the learning process. This finding is reinforced by previous findings, which state that the E-Learner Worksheet is feasible and valid for increasing self-confidence during learning activities (Dewi & Agustika, 2022;Putra et al., 2021). Media Interactive Student Worksheets get very good qualifications and are declared suitable for use in learning in the fourth grade of elementary school (Idayanti & Sujana, 2022;Nareswari et al., 2021;Noprinda & Soleh, 2019). Student Worksheets can help students in the learning process. The implications of this research are expected to help improve students' critical thinking skills.

CONCLUSION
Based on the preliminary research results, it can be concluded that to hone students' higher-order thinking skills. Teachers need learning tools like media to help grow and develop students' higher-order thinking skills. Through the HOTS-oriented Student Worksheet, it is hoped that it can help students develop higher-order thinking skills. In addition, students also need Student Worksheets that can make them study actively and independently.