An Overview of Students’ HOTS to Develop Instructional Kit for Disaster Mitigation based on Vocational Education

Yuwita Novyanti *, Henita Rahmayanti, Sylvira Ananda Azwar, Ilmi Zajuli Ichsan, Charanjit Kaur Swaran Singh, Md. Mehadi Rahman, Rahmawati Darussyamsu, Ahmad Ali Department of Technology and Vocational Education, Universitas Negeri Jakarta, Indonesia Department of Environmental Education, Universitas Negeri Jakarta, Indonesia Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris, Malaysia Institute of Education and Research, University of Dhaka, Bangladesh Bangladesh Bank-Central Bank of Bangladesh, Bangladesh Department of Biology Education, Universitas Negeri Padang, Indonesia Department of Biology Education, UIN Alauddin Makassar, Indonesia


INTRODUCTION
Indonesia is a unique country. It consists of many regions and has two seasons in a year, namely dry and rainy seasons. Both seasons have different characteristics. Besides, both seasons bring various situations to Indonesia; for example, the economic crisis currently occurred due to Coronavirus Disease (COVID 19) pandemic. During the pandemic, natural disasters also occur, such as volcanic eruption, earthquake, tsunami, and floods. These disasters occurred due to human negligence. These quaint economic conditions, along with the disasters, often have an impact on the Indonesian economy. Rapid development in knowledge and technology affects infrastructures and skyscrapers' development. This development must be carried out in an environmentally friendly way (Hu & Zheng, 2020;Monfaredzadeh & Berardi, 2015;Yedla & Park, 2017). Every development must consider an Environmental Impact Assessment to minimize the impacts on the surrounding ecosystem. Environmental issues are severe problems in Indonesia as well as in the world. Environmental damage instigates an ecological crisis that triggers a series of problems. The environment determines life dynamics, public health, spiritual and moral development.
Sustainable urban development requires three main dimensions, namely mitigation, adaptation, and innovation. Disaster early warning or disaster mitigation is one of the efforts to play down the disasters. The disaster mitigation must be conducted with innovative and creative development at all community levels, both urban and rural communities, especially students as the next generation. The disaster mitigation for students must be introduced at an early age (Renald et al., 2016;Tkachuck et al., 2018;Xu & Lu, 2018). Disaster mitigation education or training from an early age can reduce the risk of disaster before, while, and after the disaster.
This disaster mitigation starts from elementary school to college. School places where students can gain knowledge and become socialize about disaster mitigation. Science knowledge can be combined with learning from the surrounding environment to make effective disaster mitigation education for school students (Kurnia & Fauzi, 2020). Vocational high school is a school that prepares its students to work using their competencies acquired during their study at the school. The vocational high school emphasizes practical and functional skills that contain theoretical aspects and equip students with skills (Utami & Hudaniyah, 2013).
Another study led by Rusilowati et al. (2012) showed the significance of educating students from both the elementary and junior high schools on disaster mitigation that can guide them to safeguard and stay protected during a crisis. Education is one of the ways that can be implemented to impart skills and knowledge to the students to have an increased awareness of the natural disaster. Azizah et al. (2013) have carried a study among high school students discussing the importance of creating awareness on educating students to become critical thinkers and are prepared to face the disasters they may face in the future.
Floods often occur due to less awareness of communities, deforestation at the upstream, land conversion, and industry. Lack of socialization from the government regarding environmental preservation also plays a role that encourages violation by the communities. Moreover, less anticipation from the government to the dangers of a disaster, causing the disaster to get worse (Bakti et al., 2017).
Vocational school students as a millennial generation are a milestone in creating innovative and creative works. They are at the age of creating a work; thus, they must develop Higher-order Thinking Skills (HOTS) because they are required to face a fast-changing and unpredictable situation or condition in the future. This skill can analyze, evaluate, and create solutions, particularly those related to disaster mitigation (Rahmayanti et al., 2020). Learning can assist students in expanding their knowledge and awareness that can be useful to deal with the negative impacts of natural disasters. It would pave the way for humans in the future by making them more competent to tackle any disasters (Kamil et al., 2020). Therefore, it is essential to incite disaster mitigation in the teenage years to minimize spiritual and material risks and be prepared when disasters occur (Suharini et al., 2020). Previous studies indicated that students' HOTS, particularly in overcoming disaster, must be improved. Other studies have shown that students who are trained to think critically often positively impact their educational development (Hasan, 2019;Suharini et al., 2020).
It becomes essential to develop mitigation knowledge at the vocational high school level. The knowledge and experience acquired by vocational school students can manipulate their attitudes and concern for disaster mitigation in later life. Previous studies did not explain students' HOTS in detail. Hence, the current research that descriptively explains vocational school students' HOTS becomes necessary to carry out. Learning media in the form of instructional kits can be used in developing students' HOTS. Thus, this research aims to analyze vocational school students' HOTS descriptively to develop an instructional kit for disaster mitigation.

METHOD
The type of research used is descriptive with online survey data collection techniques by filling out the questionnaire on Google Form. The research questionnaires were distributed via WhatsApp group. Research respondents were randomly selected but met the criteria, such as the tenth-grade, vocational high school students aged 15-19. The research was carried out in March 2021. The sampling technique used was simple random sampling because it is more effective and efficient. The samples of this research were taken from one vocational school student in Jakarta. The samples consisted of 100 students comprised of 70 male and 30 female between 15-19 years old. The samples were students who live in Jakarta and its surroundings as these areas are floodprone areas. HOTS instruments were made by creating grids that consisted of six indicators. The grids were then developed into 12 questions (Table 1). It is valid because an expert has checked it. Variables measured in the HOTS referred to flood topics and their prevention and mitigation efforts.
The instrument was presented in essay questions where the students should respond to the written questions. The scores for each question were 1-10; therefore, if the students have low analysis and thinking, then the score will be adjusted, and vice versa. A score of 1 is given if the student answers incorrectly. A score of 2 is given if the student answers incorrectly but is still far-related. A score of 3 is given if the student answers incorrectly but is somewhat related. A score of 4 is given if the student answers incorrectly but is still slightly related. A score of 5 is given if The student answers incorrectly but is related. A score of 6 is given if the student answers briefly but is close to appropriate. A score of 7 is given if the student answers briefly but accordingly. A score of 8 is given if the student answers with a bit of explanation. A score of 9 is given if the student answers with an explanation close to the explanation. Lastly, a score of 10 is given to the student who answers the most appropriate explanation. The maximum score was 120. Create an environmental preservation program through socialization in the communities to invite them to prevent flood, be wise in throwing garbage, and in making bio pores 11,12 Indicator adapted from (Jazuli et al., 2020) Once the measurement of vocational school students' understanding of floods and their mitigation related to HOTS was completed, the data were analyzed using statistical scores in Microsoft Excel. The analysis results were interpreted according to categories and score interval presented in Table 2 and explained based on categories to be examined in the result and discussion.

RESULT AND DISCUSSION
The research results indicated that the HOTS score of the vocational school students was in a low category. Most of the students had not explained flood and its mitigation; therefore, they gave a short answer based on their knowledge.
The lowest score from questions related to flood and its mitigation packaged in HOTS form was related to analyzing several regions in Indonesia that have experienced land subsidence due to rapid development. Land subsidence primarily causes floods. The phenomenon of littering plastic waste is common. Make an appropriate analysis of this phenomenon.

4
Land subsidence due to construction could cause floods. Analyze this statement. 3.41

5
One of the policies to address floods is by making bio pores. Give an evaluation of the policy.

6
The phenomenon of the narrower urban forest due to development causes a decrease in water infiltration. Give your criticism of the phenomenon.

3.65
7 Some students still throw trash under their table. Give criticism to the behavior.

8
The phenomenon of garbage in floodgates is evidence that the people of Jakarta are not fully aware of environmental deterioration. Provide evaluation of the phenomenon.

9
Students must possess creative and innovative thinking to address flood problems. Create a program that you could implement around your house.

3.6
10 There are various government programs to minimize floods. Create a program to overcome floods.

3.45
11 Give an idea by inviting communities to prevent floods. 3.64 12 Create an idea so that people could aware of environmental preservation, for example, the making of bio pores in their home environment

3.59
Average of all items 35.71

Category Very Low
Regarding question analysis, in the C4 dimension (Analyzing), the lowest score is number 4. In this case, the ability to analyze is low because students are not used to active discussions related to land subsidence phenomena that can cause flooding. For items, the highest score is related to the C4 dimension (Analyze), which is number 1, because students from primary education often discuss the factors regarding flooding to the present. This is because schools are the places most at risk of flooding. The impact of flooding on the school environment can hinder the learning process, loss, damage, and even casualties. Flood countermeasures are essential as an effort to reduce the level of risk of loss, damage, and casualties (Dahlia & Fadiarman, 2020). In the C5 dimension (Evaluating), the lowest score is number 5. In this case, the ability to evaluate is low because the study of bio pores is rarely discussed in class. While the highest score in the C5 dimension (Evaluating) is number 7, related to the phenomenon of garbage that still exists in the school table, in this case, their evaluation ability is high because it is the act of some irresponsible students so that the evaluation of this phenomenon is high. In the C6 dimension (Making), the lowest score is number 10. This is because students' knowledge of government programs still lacks due to the lack of teaching materials/textbooks that spur their creativity to make a program. While the highest score in the C6 dimension (Making) is number 11, this is related to the creative ability of high vocational school students to invite the public to flood prevention programs because their knowledge is sufficiently mastered, so that in making the community participate, students are easy to do. This is because the problem-solving process is an integral part of learning.
The problem provides a structure of discovery that can help students learn more deeply and lead students to a broader understanding. This understanding is obtained by interacting with problems and the investigation process so that it will stimulate students to develop higher-order thinking skills. Students who have high creative thinking skills tend to feel challenged and interested in solving various problems in learning (Mardhiyana & Sejati, 2016). The research results indicated that the HOTS scores were relatively low. The HOTS scores confirmed this for each aspect (Table 4). It indicates that the vocational school students' ability to think and solve flood problems needs improvement. Various efforts can be carried out to improve the vocational school students' abilities to overcome their low HOTS. The efforts include the development of learning media in enhancing understanding of flood. Media in the form of instructional kits for mitigation for vocational education can be developed specifically for vocational school students. This can be done by teachers who teach science subjects at the vocational school. Science teachers need to focus on developing students' analytical and synthesizing skills about disaster mitigation. Therefore, they should give students proper tasks that would help them solve the problems, compare and contrast the elements based on characteristics, classify information to recognize the pattern and conclude the context (Rahman, 2019).
The novelty of this research, the media contains content that specifically discusses disasters and the high-level thinking skills of vocational school students about knowledge of these disasters. The Instructional kit for disaster mitigation developed must contain a variety of HOTS-related contents directed to solve flood problems. This is evidenced by research on media which has found that the development of media such as instructional kits can make students with low HOTS abilities higher. This indicates that the media can stimulate students' creativity in creating and designing objects that can solve problems. . Students are asked to analyze flood problems and then evaluate and create various solutions to the problems. It will directly improve HOTS (Hugerat & Kortam, 2014;Husamah et al., 2018;Istiyono et al., 2018;Ramadhan et al., 2019). Students, however, must have an eagerness and strong motivation to study that will facilitate the improvement of the skills (Hsiao et al., 2016;Talmi et al., 2018).
There is a link between disaster mitigation and vocational high school students. The link is because vocational school students will work after they graduate. Therefore mitigation skills will be instrumental when a disaster hits their workplace. Moreover, the Instructional Kits for disaster mitigation must be based on the latest technology employed in learning. This is due to technology development that significantly influences the distribution of information related to natural disasters to students. The maximum use of technology will support learning implementation (Martin & Betrus, 2019;Rae, 2016).

CONCLUSION
The research resulted in that the HOTS score of the vocational school students was still low and required creative and innovative education related to disaster mitigation that supports the students' HOTS. Therefore, in future research, the researchers will develop an Instructional kit for Disaster mitigation as a medium to mitigate disaster to enhance vocational school students' HOTS.
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