HOTSEP Analysis to Develop Disaster Research Integrated Book for Vocational Education (Drica) in 21st-Century

Hendrica Etmi Primarini*, Henita Rahmayanti, Irika Widiasanti, Ilmi Zajuli Ichsan, Isil Koc, Danilo V. Rogayan Jr., Rahmawati Darussyamsu, Titin, Giry Marhento, Nurfadhilah, Rika Sa’diyah Technology and Vocational Education Program, Universitas Negeri Jakarta, Indonesia Elementary Teacher Education Program, Universitas Mohammad Husni Thamrin, Indonesia Department of Science Education, Istanbul University, Turkey Department of Natural Sciences, President Ramon Magsaysay State University, Philippines Biology Education Program, Universitas Negeri Padang, Indonesia Biology Education Program, Universitas Tanjungpura, Indonesia Biology Education Program, Universitas Indraprasta PGRI, Indonesia Public Health Program, Universitas Muhammadiyah Jakarta, Indonesia Islamic Educational Management Program, Universitas Muhammadiyah Jakarta, Indonesia


INTRODUCTION
The environment is all things and situations that comprise mutually interacting things and organisms (Blanco & Lozano, 2015;Dangelico et al., 2017). The environment is an essential component for the organism to survive on earth and develop according to its abilities.
Disaster is a consequence of an environmental event or man-made conflict that gives rise to significant tension, injury, physical destruction, and economic disturbance (Rogayan & Dollete, 2020). This disaster must be addressed in several ways; one of them is education (Ramadhan et al., 2019;Siriwardena et al., 2013).
According to Saito (2013), environmental education is the mainframe for societies to acquire various knowledge, awareness, and handling of the environment to protect biodiversity. In addition, it is a concept related to conservation efforts. Environmental education roles include manifesting environmental preservation and improving students' knowledge, behavior, and better attitude implementation (Istiana & Awaludin, 2018). Environmental education, however, must be ongoing and sustainable so that students' concepts and implementation in understanding and solving environmental problems can be well achieved (Ichsan & Rahmayanti, 2020).
Vocational high school students play a role as Generation Z learners to promote various environment-friendly life patterns.
Students' environmental knowledge influences these life patterns. Increasing the environmental knowledge will require educators capable of developing students' constructive skills in learning gradual steps to develop individual behavior towards environmentally friendly life patterns and apply one of the principles in teaching 21st-century skills that include enhancing students' creativity (Setiadi, 2019).
Improving Higher-order Thinking Skills (HOTS) is necessary to support environmental knowledge improvement through vocational education. HOTS entail cognitive skills, including analysis and evaluation processes; hence, it is expected to efficiently and appropriately overcome environmental problems. Having higher HOTS has proven to be a factor in improving skills to handle environmental problems. Research results by Suharini et al. (2020) suggest that low HOTS affects skills to produce quick solutions in unforeseen situations during the COVID-19 pandemic and HOTS need to be integrated with local environmental ecology and geography so that students can anticipate environmental problems and immediately participate in handing environmental problems in their surroundings.
Performing learning system revitalization is expected in facing 21stcentury learning challenges. Rogayan Jr et al., (2021) averred that improving the 21st-century skills of learners can expressively assist them in becoming a future-ready and globally-competent workforce in the global economy in the context of the fourth industrial revolution. Relatedly, Setiadi (2019) states that graduates of vocational school students are expected to have capabilities in critical and creative thinking, collaborating, and solving problems. The problem-solving skills can be enhanced through creative thinking skills (Khoiriyah & Husamah, 2018). Ichsan & Rahmayanti (2020) opine that HOTS can be explicitly measured in environmental topics or known as Higher-order Thinking Skills of Environmental Problem (HOTSEP). Not many previous studies measure HOTSEP in vocational school students; therefore, it is essential to conduct the study. This is due to the need to acquire relevant skills in environmental learning to address 21st-century environmental problems (Hidayati et al., 2021;Ichsan et al., 2019).
Environmental education in the 21st-century calls for various innovations in disaster mitigations. Therefore, an innovation of HOTSEP-based learning media could support environmental learning in vocational school students. One media is Disaster Research integrated book for Vocational Education (Drica). The benefit of Disaster research integrated book for vocational education (Drica) is that it provides an easy-to-read and varied source of subject matter needed in the learning process, especially to improve the skills, understanding, and abilities of vocational school students in solving environmental problems related to solid waste and natural disasters, in particular. Flood, as well as increasing the ability to innovate in environmental problems. This study aims to examine the HOTSEP of vocational school students as the foundation for Drica's development.

METHOD Participant
The data and research sample collection were carried out in March 2021. The research sample consisted of 114 vocational school students from several schools in Jakarta, Indonesia, which were selected using simple random sampling. The sample consisted of 66 male and 49 female students. The data was collected online via Google Form.

Instrument or Measure
This study used a descriptive method with the survey as the data collecting technique. The instrument used was HOTS with level three thinking levels: analyzing environmental problems (C4), evaluating environmental problems (C5), and making programs to overcome environmental problems (C6). Furthermore, the HOTSEP consisted of three thinking levels: criticizing environmental problems (C4), solving environmental problems (C5), and developing environmental innovations C6).

Data Analysis
The research data carried out HOTSEP descriptive analysis to measure students' knowledge in an environmental learning context. The descriptive method will be beneficial for measuring something relatively quickly (Abdullah et al., 2017;Hunaepi et al., 2019;Sigit et al., 2020). The data analysis employed HOTS categories. The results were categorized in HOTS categories.  Anderson et al. (2001). The HOTS measurement is aimed at comparing HOTS and HOTSEP.

RESULT AND DISCUSSION
The research results indicated that the students' HOTS categories were still in a medium category for environmental problem learning, especially waste, and it needed an improvement. The lowest score was item 12, which was related to creating hypotheses and waste management programs according to the 4R principles. The detailed results are presented in Table 5. The research results suggested that the students' HOTSEP categories were still in the poor category in environmental problem learning, especially waste, and it needed an improvement. Items with the lowest score were items 10 and 11 related to developing innovative projects to overcome the problem of accumulating waste and creating waste management programs.  The research results indicated that the HOTS scores were still relatively low. The HOTS scores confirmed this for each aspect ( Table 7). The HOTSEP scores, on the other hand, were in a poor category. This was validated by the HOTSEP scores for each aspect (Table 7).
Based on the Research, there were differences in the average value between HOTS and HOTSEP measurements. In the HOTS measurement, the average score was 51 (low), whereas the HOTSEP measurement was 26 (poor) in overcoming environmental pollution related to natural disasters.
The results of the HOTS table were 48 for male students or in a low category and 53 for female students or in the medium category. The HOTSEP table indicates results of 24 for male students or in a low category and 27 for female students or in a poor category. The HOTS level and the HOTSEP level both indicated that female students had higher average scores than male students. This is consistent with Hidayati et al. (2021) that women have better high-level thinking skills or HOTS and new high-level thinking skills or HOTSEP than men in analyzing problems (C4), evaluating (C5), and creating (C6) as well as in criticizing problems (C4), providing solutions (C5), and developing environmental innovations (C6). These instruments evaluated students' knowledge based on various waste-related environmental problems. And innovative skills to innovate using waste into economic value products (Diana et al., 2018) The development of students' higher-order thinking skills (HOTS), which is demonstrated through environmental problems related to waste, will be able to help students to create ideas or ideas clearly, argue well, be able to solve problems, be able to construct explanations, be able to hypothesize and understand complex things into more clearly (Kurniasih, 2018). However, only some students could solve problems and some experienced difficulties. (Abdullah et al., 2015;Saraswati & Agustika, 2020). This is a challenge that must be faced in the future so that to meet this challenge requires the development of higher-order thinking skills (HOTS), which is a teaching system that fosters students' skills and dispositions towards critical thinking (Aizikovitsh-Udi & Cheng, 2015), practicing thinking strategies high level, encourages open class discussion and conducts inquiry-oriented experiments (Miri et al., 2014).
Teaching that can improve the critical thinking skills of vocational school students in overcoming environmental problems and natural disasters can be done by carrying out learning that is oriented towards increasing HOTS and HOTSEP through various learning media, learning content, learning models, and developing learning strategies (Husamah et al., 2018;Ichsan et al., 2019;Istiyono et al., 2018;Ichsan et al., 2020). Modules and ebooks are very efficient in improving HOTS and HOTSEP abilities (Puspitasari et al., 2020;Lastuti, 2018;Rofiah et al., 2018).
Based on the HOTS and HOTSEP research results on vocational school students in solving environmental problems, which still show the HOTS category, which produces low scores, and the HOTSEP category, which produces poor scores, it is necessary to make appropriate innovations. Appropriate innovation must be implemented to increase the understanding and ability of vocational school students in solving environmental problems related to solid waste and natural disasters, especially floods, and to increase their ability to innovate. One of these efforts can be made by developing an integrated book learning media for Disaster Research for vocational education (Drica); Therefore, students' critical thinking skills according to HOTS and HOTSEP measurements can be improved.
The benefit of Disaster research integrated book for vocational education (Drica) is that it provides an easy-to-read and varied source of subject matter needed in the learning process, especially to improve the skills, understanding, and abilities of vocational school students in solving environmental problems related to solid waste and natural disasters, in particular. Flood, as well as increasing the ability to innovate in environmental problems. Because improving students thinking skills can create wise behavior towards the environment (Nisa et al., 2018) This Dirca learning innovation is expected to be widely used. This is due to the technology-based educational innovation could facilitate the delivery of information related to disaster mitigation. Other innovations must be conducted that could encourage sustainable HOTSEP formation.

CONCLUSION
The research results indicated that the HOTSEP and HOTS related to waste still require an improvement. The results suggested the lack of innovation development regarding environmental problems, especially waste among the vocational school students. This was related to their lack of skills to be creative and to utilize information sources and knowledge on environmental problems, particularly in waste and natural disasters. Waste problems that are not handled properly will cause new problems, for instance, flooding. The floods that occur in Jakarta are due to high rainfall and the large amount of waste that is not handled properly. The researcher suggests the development of Drica in the future to improve HOTSEP in a natural disaster of vocational school students.