IMPROVING STUDENTS’ HIGHER ORDER THINKING SKILL WITH STEM-ORIENTED E-MODULE

Received: September 22, 2021 Accepted: November 23, 2021 Published: November 30, 2021 The aim of this research is to develop a practical and effective STEM-oriented e-module to improve students' higher order thinking skills. This research uses research and development method with ADDIE model. Data collection techniques used test and non-test instruments by analyzing the feasibility, practicality, and effectiveness of the product. The results showed that the average value of content validity was 82.2% and the average value of construct validity was 83.9%, thus indicating that this product is suitable for use as teaching materials. Based on the results of the practicality test, the average value of the practicality of this product is 76.3%. Meanwhile, based on the results of the product effectiveness test, 27 students gave a score of 77.8%, which means this product is effective for use as teaching materials. The N-Gain score from the application of this product is 0.45 which means there is an increase in the moderate category. Based on the results of the study, it was concluded that this STEM-oriented e-module is feasible, practical, and effective to be used as a stimulus to train students' higher-order thinking skills during the covid-19 pandemic.

from home [18]. This certainly makes students experience a lack of understanding of physics concepts so that it provides a great opportunity for misconceptions. Therefore, the researcher developed a STEM-oriented e-module on the topic of mechanics and its application, to improve students' higher order thinking skills. This E-Module will provide the learning that students need that can be used anywhere and anytime. In addition, e-modules provide assistance in understanding concepts through videos, pictures, and virtual lab practicum activities. This is in line with the results of the analysis of student needs where they need e-modules for independent study. The e-modules they need must contain explanations of concepts, videos, pictures, virtual labs and provide ways to solve problems in questions.
In line with preliminary research that has been carried out at vocational high schools majoring in automotive engineering and network communication engineering, that 92.6% of students stated that schools had not utilized technology optimally in the physics learning process. Physics is a difficult subject to understand, so that technology should be able to help students understand the process of learning physics [19]. Physics is needed by students as a basis for understanding scientific attitudes and making it easier for them to learn other subjects [20]. One of the scientific attitudes that must be developed by students is to always think further and be critical in concluding [21]. The thinking skills needed at the high school and college level are Higher Order Thinking Skills (HOTS) [22]. Higher Order Thinking Skills (HOTS) is the ability to solve problems by examining a problem and applying its knowledge to new situations [23] [24]. In physics, symbols have a very important role to build knowledge, because some symbols in physics have the same shape but different meanings. In addition, an understanding of mathematics is also an important foundation for studying physics, especially for the topic of mechanics [25].
Mechanics is divided into subsections of Kinematics and motion dynamics, which are a part of physics that studies motion and force, and studies what causes motion. Newton's laws are the basic material for studying mechanics [26] [27]. In addition, students must understand the concept of Newton's Law well and eliminate the tendency to memorize practical formulas in solving a problem. Therefore, the researcher developed a practical and effective STEM-oriented emodule to improve vocational students' higher order thinking skills. The presence of videos, images, and virtual labs provides structural assistance in understanding this STEMoriented e-module. This is because the provision of videos, pictures, and practicum activities are arranged in stages according to sub-chapters to make it easier for students to study independently and allow them to understand concepts more easily in learning during the Covid-19 pandemic era.

METHOD
The aim of this research is to develop a practical and effective STEM-oriented emodule to improve students' higher order thinking skills. The method used is research and development with Dick & Carrey's Analysis-Design-Development-Implementation-Evaluation (ADDIE) model modified by Branch [28]. The selection of the model is based on the consideration that this model pays attention to the basic stages of product development design that are simple and easy to understand. The ADDIE model uses 5 stages of development: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. A diagram of the concept of the ADDIE development model can be seen in Figure 1.   The construct expert validator analyzes and examines the instruments used in the development of STEM-based e-module Content expert validation Content experts analyze the suitability of the material prepared with core competencies and learning objectives.

Media expert validation
Media experts analyze and examine the feasibility of media, from word choice, attractiveness of e-module presentation, language, text presentation, and images as a whole. Implementation Teacher response The teacher gives constructive suggestions for the product Small group trial Students provide comments/responses about this e-module Field trial The product was tested on a larger number of respondents with more heterogeneous subjects Evaluation Final revision Final revision. The result of this revision is the final product that is ready to be used in schools Data collection used non-test instruments in the form of construct expert validation sheets, content expert validation sheets, media expert validation sheets, 10 th -grade physics teacher response questionnaire sheets, and 10 th -grade student response questionnaire sheets. Data analysis was carried out to obtain the feasibility of STEM-based e-modules. which has been revised. The results obtained are used as consideration in improving the learning media. The non-test instrument was in the form of a questionnaire using a Likert scale. The Likert scale is used to measure attitudes, opinions, perceptions of a person or group about social events or phenomena [29]. While the test instrument used is a post-test of higher-order thinking skills. Data analysis techniques are in the form of product feasibility data analysis, product practicality, and product effectiveness. contents of the product concept, the product in the form of an e-module is converted to pdf form. Furthermore, designing learning tools that are adapted to the curriculum used in schools, namely the 2013 curriculum. On the cover, the title of the material, school and class levels, and the name of the product maker are displayed 2 Basic competencies and goals In this view, the basic competencies and learning objectives are described.

Content
The content section is designed as attractive as possible by following the STEM stages which contain science, technology, engineering, and mathematics with Newton's Law material. After the e-module is designed, the next step is the development stage. At the development stage, the researchers conducted a media feasibility test. Product validation is carried out after the initial product manufacture. Validation was carried out by experts, consisting of construct expert and content expert.

Development
At the development stage, researchers have produced products in the form of STEMbased e-modules on Newton's Law material to improve higher-order thinking skills. Furthermore, the researchers tested the feasibility of the product with a construct test and a content test. Based on the results of the product validity test as shown in Figure 2, it can be seen that the construct test consists of a content validity test, a STEM validity test, a critical thinking validity test, a language validity test, a cover test, and a content design test. Based on the results of the overall construct validity test, an average percentage of 82.02% was obtained with a very valid category and STEM-oriented e-modules were feasible to use with minor revisions.
After being validated by the validator, the e-module product was then tested on five students who were randomly selected for a one-on-one test (smal group trial). At this stage, five 10th graders were randomly selected. The test is carried out by giving e-module 80  products to students to be used as independent learning media, then students are asked to fill out a questionnaire to assess criteria such as product attractiveness, ease of use, and can help students in learning. The questionnaire was presented with five answer choices "very appropriate", "appropriate", "fairly appropriate", "less appropriate", and "not appropriate". One-on-one test questionnaires are presented in a google form.
Based on the results of the one-on-one test assessment on the e-module attractiveness questionnaire, data obtained that 75% of students stated that the variations in the use of letters, illustrations in vector analysis, and the use of images were appropriate and interesting. And 100% of students stated that the content design was in accordance with the layout design of the e-module. The flow of content presentation is also very interesting and flowing, 75% of students stated that they easily understand the content of the e-module. All students also agree that the language used can be understood clearly so that it is easier for students to use the e-module. The results of the questionnaire on the usefulness of the e-module in the one-on-one test showed that 70% of students agreed that this e-module helped increase interest in learning, was enthusiastic about learning, and provided convenience in learning Newton's Laws. Not only that, but 75% of students also stated that this e-module is suitable for increasing curiosity, completing initial knowledge, and practicing questions, providing assistance to measure concept understanding and providing increased skills using physics learning media. The results of the one-on-one test (small group trial) show that e-module products are interesting to learn because they provide convenience, both in grammar, material, and clarity of instructions. This product is the first module they have.

Implementation
At this stage, the product is implemented in learning. The subjects involved in this field test were grade 10 students of SMK Karya Wiyata Punggurk. At this stage, the emodule product is ready to be implemented for them to access either independently. Learning is carried out online through WhatsApp Groups that have been created by researchers.
Then, the researcher distributed a questionnaire on the practicality of using the product to all students. Based on the implementation results, 79% of students stated that the e-module product was very interesting to use and 74% of students stated that this product was easy to use. 79% of students also stated that this product was very useful.

Evaluation
At the evaluation stage, the effectiveness of the product is tested. The effectiveness test contains 25 multiple choice HOTS questions to measure students' high-level thinking skills. Questions are distributed through a google form that is shared in a WhatsApp group which is used as a virtual class. The results of the effectiveness test can be seen in Table 3.  Table 3, the results of the normality test were obtained which stated that the Asymp value. Sig (2-tailed) of 0.057 and 0.138. The result of the statistical hypothesis states that the value of sig > 0.05 means that the data is normally distributed. In the next stage, testing was again carried out to see the differences in students' creative thinking abilities, before and after product implementation through the Paired Sample Test. The results of the Paired Sample Test are shown in Table 4. Based on table 6, it is known that the results of the correlations paired samples test and the Asymp value. Sig (2-tailed) of 0.006. The results of the statistical hypothesis stated that the value of sig <0.05, which means that there is a difference in the students' average HOTS. In addition to the correlations paired samples test, a paired samples test was also conducted, the results of which are shown in Table 5. The result of the paired samples test is 0.000. The results of the statistical hypothesis state that the value of sig < 0.05, then there is a positive effect of STEM-based e-module on the results of students' higher-order thinking skills. This is in line with the results of the research of Mulyatiningsih which stated that the product is declared effective if the learning outcomes after treatment are better than the learning outcomes before treatment [31].
E-modules provide aspects of independence in learning for students. The attractive emodule design encourages students' curiosity, encourages students to interact with learning resources independently, and does not depend on others. This is in line with the research of Syahiddah et al. which states that the development of STEM-based physics e-modules is effective for controlling student learning outcomes independently [32]. Learning using e-modules gives a sense of interest and then in learning [33] [34].

CONCLUSION
Based on the results of the research analysis, the STEM-based e-module product on Newton's law material is declared valid in content/material with a value of 82.2% (very good) and constructively valid with a value of 83.9% (very good), so that the e-module This module is suitable for use as teaching materials. Based on the product practicality test, judging from the student responses after using the product, students stated that this emodule was interesting with a score of 76.3%, easy to use with a value of 75.7%, and very useful with a value of 75.3%, so the product was declared practical. to be used as teaching materials.
And based on the product effectiveness test, the N-Gain value was 0.45, which means that there was an increase in students' HOTS in the medium category. Overall, the development of STEM-based e-module products on Newton's Law material is feasible and effective to be used as learning material.