Universitas Muhammadiyah Malang, East Java, Indonesia

JPBI (Jurnal Pendidikan Biologi Indonesia)

p-ISSN 2442-3750, e-ISSN 2537-6204 // Vol. 5 No. 1 March 2019, pp. 101-108

10.22219/jpbi.v5i1.7385 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 101

Research Article

The feasibility of biology module based on stim-HOTS
models

Betty Novia Pramesti a,1,*, Sajidan b,2, Sri Dwiastuti b,3, Eko Setyaningsih c,4
a Master Program of Science Education, Universitas Sebelas Maret, Jl. Ir. Sutami 36 A, Surakarta, Central Java 57126, Indonesia
b Faculty of Teacher Training dan Education, Universitas Sebelas Maret, Jalan Ir. Sutami 36 A, Surakarta, Central Java 57126, Indonesia
c Public Senior High School of Surakarta, Jl. Letjen Sutoyo 18 Surakarta, Central Java Indonesia
1 noviapramesti@gmail.com*; 2 sajidan@fkip.uns.ac.id; 3 dwiastuti54@gmail.com; 4 mimsilmi@yahoo.co.id

* corresponding author

INTRODUCTION

The 21st-Century learning expects a student-centered learning process and the teacher acts as a learning
facilitator (Masek, 2019). Student-centered learning can encourage students to follow the learning process
more actively(Jabbour, 2013; Keengwe, Onchwari, & Onchwari, 2009; Lak, Soleimani, & Parvaneh, 2017).
Active learning can facilitate students in building knowledge (Ahn & Class, 2011; Connell, Donovan, &
Chambers, 2016). This form of learning is considered suitable to be implemented in biology class.

Biology is a part of science whose characteristics of content need to be taught through a constructivist
approach (Mwanda, 2017; Singh & Yaduvanshi, 2015). The constructivist learning principle is the process of
building students' knowledge independently and gradually both socially and personally (Bächtold, 2013;
Suhendi & Purwarno, 2018).

Knowledge is obtained in a long period of time, which can be obtained through formal and non-formal
education. Initially a person's knowledge must be fragmented and not much, but learning can increase the
knowledge gradually, broadly, and interrelated so that a complex concept is obtained (Fisher, 2010). The
process of building knowledge is closely related to cognitive processes based on Bloom's taxonomy revised by

A R T I C L E I N F O A B S T R A C T

Article history
Received January 10, 2019

Revised February 15, 2019

Accepted February 25, 2019

Published February 27, 2019

Based on the need’s analysis done, the empowerment of higher-order cognitive skills of
the students in Surakarta was not optimal yet. This research addressed to determine
and describe the feasibility of biology module which was arranged based on Stimulating
Higher-Order Thinking Skills (Stim-HOTS) model. This Research and Development
(R&D) involved six expert validators, including material validator, module development
validator, language validator, learning instrument validator, and school practitioners.
The results showed that the percentages of the module feasibility were between 83%
and 98% which were categorized as very good. Based on the results of the analysis, it
can be implied that the Stim-HOTS-based module can be used as learning resource.

This is an open access article under the CC–BY-SA license

Keywords
Higher-order cognitive skills

Higher-order thinking skills

Stim-HOTS-based module

How to cite: Pramesti, B., N., Sajidan, S., Dwiastuti, S., & Setyaningsih, E. (2019). The feasibility of biology module based on

Stim-HOTS models. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(1), 101-108. doi: https://doi.org/10.22219/jpbi.
v5i1.7385

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Anderson & Krathwohl (2015). Cognitive processes equipped with knowledge dimensions will shape the
thinking skills or cognitive skills needed in the critical thinking, problem solving and creative thinking processes.

In accordance with the explanation of (Leward & Hirata, 2011), the learning outcomes expected in the 21st-
Century include: (a) life and career skills), including the ability to synthesize information, work as a team to
manage broadly and complexly and be responsible to the community and the environment; (b) information,
media and technology skills and (c) critical learning and innovation skills. The rapid progress in various fields
requires Human Resources (HR) with supporting skills not only to compete but also to collaborate, one of which
is high-order cognitive skills (Hasan, Naomee, & Bilkis, 2013; Stanny, 2016; Stayanchi, 2017). High-order
cognitive skills in learning can be trained through the selection of methods, models and teaching materials
accordance with the indicators of these skills.

Based on the results of observation conducted in school on the teaching material, there are 2 biology
textbooks used as the supporting books for the biology learning process. Based on the results of the analysis of
book A, the indicators of high-order cognitive skills that have not been fulfilled are the score for learning
objectives of 2.27%, material of 56.81%, student activities of 6.81% and evaluation questions of 43.18%. Book
B is not much different from book A. The acquisition of scores on the learning objectives is 4.45%, on the
material is 52.27%, on the student activities is 11.33% and, on the evaluation, questions is 43.18%. The results
of the teaching material analysis are supported by the results of the interviews conducted with the teachers and
students showing that both of them need teaching materials that can complement school textbooks that
stimulate high-order cognitive skills of the students and facilitate them in the process of understanding the
process. The teaching material that can be developed, among others, is a module.

A module one of the teaching materials that has advantages over other materials because it is arranged
systematically, intact and planned that help students achieve certain learning goals (Daryanto, 2013). A
module has several functions including the independent teaching material, evaluation tool and student literacy
source (Dhamija & Kanchan, 2014; Prastowo, 2011; Rufii, 2015; Serrat et al., 2014). A module as an
independent teaching material plays an important role in the learning process, namely by placing students as
the subjects of learning so that the learning environment created is active learning without depending on the
availability of teachers. The module as an evaluation tool can function as a medium for student reflection about
the topic that has been studied. The next role of the module is as a source of literacy, which is related to the
contents of the module which consist of materials with a collection of concepts that can be used by the students
as learning resources. Through modules arranged in a specific design, teachers can also improve the
academic performance of their students (Istiningrum & Wiyantoko, 2017; Usmeldi, 2018).

The module developed can be based on an appropriate learning model to empower the high-order cognitive
skills of the students. The module developed is the Stimulating Higher Order Thinking Skills (Stim-HOTS)
model. The Stim-HOTS model is a model designed based on the study of theories of learning about how to
teach students’ thinking skills and encourage students' freedom of thought wrapped in collaboration,
communication and ICT skills (Pramesti, Sajidan, & Dwiastuti, 2018; Sajidan & Afandi, 2017; Saputri, Sajidan,
Rinanto, Afandi, & Prasetyanti, 2019). The main principle of the Stim-HOTS model is student-centered learning.
The Stim-HOTS model consists of 6 syntaxes, including: (1) Orientation, at this stage the teacher provides the
basic concepts of the topic to be studied; (2) Asking, at this stage the teacher directs the students to make a
number of questions related to the topic to be studied. The process of making questions made by the students
can stimulate their thinking processes in response to cases or problems that occur around them; (3) Information
exploration, the activity of the students at this stage is collecting information from various relevant sources by
using ICT media, related to the problems they will solve; (4) Discussion, at this stage the students discuss with
their group friends, share the results of digging information they have done before, which can train them to
communicate the results of information exploration in their groups; (5) explanation, is a class discussion activity
that each group presents the results of the group discussion to other groups; (6) Reflection, the final stage in
the Stim-HOTS model, at this stage the students reflect on the weaknesses and strengths they encounter
during the learning process (Sajidan & Afandi, 2017).

The biology module based on the Stim-HOTS model developed was indicated empower the high-order
cognitive skills of the students. High-order cognitive skills refer to the Bloom taxonomy revised by (Anderson &
Krathwohl, 2001). Anderson and Karthwohl divided cognitive skills into low-order cognitive skills consisting of
cognitive processes of C1 (remembering), C2 (understanding), C3 (applying) and high-order cognitive skill
consisting of cognitive processes of C4 (analysing), C5 (evaluating) and C6 (creating). The cognitive process is
equipped with a dimension of knowledge consisting of factual, conceptual, procedural and metacognitive
knowledge. The Stim-HOTS-based module was developed on cell metabolism topic based on the results of the
analysis of the national examination absorptive capacity of public senior high school in Surakarta in that topic
experienced a decline from the 2014/2015 to 2016/2017 academic year. The results of this analysis are also
supported by the results of the interviews with teachers and students regarding the topic stating that the topic is

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the topic with a broad scope of discussion and there are difficult stages for the students to understand. The
students' daily test scores in the topic are also still under the minimum mastery criteria. Cell metabolism topic
consists of three sub chapters namely enzymes, catabolism, and anabolism. The concept of cell metabolism
topic is the process of energy build up and breakdown. This material consists of many stages of chemical
reactions that are often difficult for students to understand so that the existence of a biological module based on
the Stim-HOTS model is expected to facilitate students in understanding concepts and empowering high-level
cognitive skills to be optimal. Based on the above description, the development of the biology module based on
Stim-HOTS model is needed to enhance high-order thinking skills in Surakarta Public Senior High School.

METHOD

This research applied Research and Development (R & D) design that refers to the ADDIE model (Branch,
2009). The ADDIE model consists of 5 stages.

Analyse

This stage includes the data analysis from the results of preliminary research to determine the need for
module development. The data from preliminary research results include the analysis of 8 national education
standards, the analysis of teacher and student needs, the analysis of learning observation results, the analysis
of the absorptive capacity of national examination and the analysis of teaching materials.

Design

This stage was the preparation stage for the initial drafting of the module based on the Stim-HOTS model
and the preparation of the feasibility test procedures. The activities carried out at this stage included the
identification of cell metabolism topic from various relevant literatures as the material in the module. After the
material had been ready, the module matrix was made consisting of model syntaxes, module activities, the
activities expected to appear in students, activity reactions and potential activities towards the high-order
cognitive skills of the students. The next step was to make a module design and collect the materials to compile
the contents of the module.

Development

The activities carried out at the development stage were making an initial draft module and conducting the
module feasibility test by six expert validators consisting of the material expert validator, module development
expert validator, linguist validator, learning instrument expert validators and school practitioners. The
qualifications for the validators were the expert lecturers in their fields with the latest level of education of S2
(master’s degree) or S3 (doctoral degree) while the practitioners were two biology teachers in Surakarta Public
Senior High School.

Implementation

The implementation stage was the stage carried out after the module was tested for its feasibility by the
validators and corrected according to their suggestions. The module was then tested on a small scale, namely
on 12 students in Surakarta Public Senior High School to find out the students' responses to the developed
module. The students were selected randomly in the same school.

Evaluation

Evaluation was the step taken to find out the results of the module feasibility test after passing the validation
test and small-scale field trial. The module was revised based on the results of the implementation process,
and then it was implemented in the field test. The evaluation was conducted with the questionnaire and the
results were calculated with the formula adapted from (Arikunto, 2012).

The module developed consists of the teacher module and student module. The instrument used was a
questionnaire with a Likert scale in the range of 1 to 4. The results of the evaluation by the validators,
practitioners and students were analysed further using the percentage descriptive technique. The calculation of
the validator, practitioner, and student assessment results used the formula adapted from Arikunto (2012) as
can be seen in Formula 1.

P = K/Nk x 100% (1)

Notes: P: percentage of aspect feasibility; K: result score of data collection, and Nk: maximum score.

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The criteria for making module feasibility decisions can be seen in Table 1.

Table 1. Module feasibility decision making

Achievement rate % Qualification Notes

90-100 Very Good No need for revisions
75-89 Good No need for revisions
65-74 Enough Revised
55-64 Not good Revised
0-54 Not enough Revised

(Source: Suwastono, 2011)

RESULTS AND DISCUSSION

Analysis
The analysis of eight National Education Standards

This analysis was carried out through interviews with the school principal, head of administrative and
biology teachers. The analysis results of eight National Education Standards can be seen in Table 2.

Table 2. Analysis results of eight National Education Standards (NES)

Eight standards
Total of

indicators
Ideal

scores
Contribution

(%)

NES Implementation Gap
(%) Scores (%)

Standard 1: Content 8 24 11.11 22 10.18 0.93
Standard 2: Process 10 30 13.89 25 11.57 2.32
Standard 3: Graduate Competency 12 36 16.67 35 16.2 0.47
Standard 4: Educational & Educational Staff 11 33 15.28 30 13.89 1.39
Standard 5: Facilities and Infrastructure 11 33 15.28 33 15.28 0
Standard 6: Management 4 12 5.56 11 5.09 0.47
Standard 7: Financing 3 9 4.17 9 4.17 0
Standard 8: Evaluation 13 39 18.06 34 15.74 2.32

TOTAL 72 216 100.02 199 92.12 7.9

Based on Table 2, the achievement of eight National Education Standards is 92.12% with a gap of 7.9%
between the ideal score and school achievements. The biggest gap is found in the process standard and
assessment standard which is equal to 2.31%. The process standard is related to the learning process,
including teaching materials, teaching media and learning instruments used. The evaluation standard includes
the assessment instrument, type of test used, suitability between the assessment instrument and the measured
cognitive level. The existence of a gap in the 2 standards indicates that the learning process has not run
optimally.

The needs analysis of students and teachers

This activity used questionnaire and interview sheets. The results of this activity are that the teachers need
new innovations in the learning process. The instruments made by the teacher are still in the low-order
cognitive skill.

The analysis of national examination absorptive capacity

The analysis of National Examination data shows a decrease in the absorptive capacity of the national
examination in the metabolism topic from the 2014/2015 up to 2016/2017 academic years Table 3.

Table 3. Data of National Examination absorptive capacity

Academic Years School absorptive capacity (%) Regency absorptive capacity (%) National absorptive capacity (%)

2014/2015 76,75 67,75 64.35
2015/2016 42,33 49,64 47.10
2016/2017 41,46 42,29 36.83

The decrease in the scores of cell metabolism topic is due to the broad scope of the topic with many stages

of chemical reactions so that the students have difficulty understanding the concept. The findings related to the
cell metabolism topic underlie the researcher to make this topic as a study of a topic on the research and
development product.

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The analysis of teaching materials
The results of the textbook analysis show that the aspects of the two textbooks do not lead to the indicators

related to high-order cognitive skills. The scores obtained for each of the high-order cognitive indicators can be
seen in Table 4.

Table 4. Results of teaching material analysis

Aspects Assessed
Textbooks

Qualification
A (%) B (%)

Learning objectives 2.27 4.45 Less
Materials 56.81 52.27 Less
Student Activities 6.81 11.33 Less
Evaluation 43.18 43.18 Less

Design

At the design stage, there are several things to consider; they are: the curriculum used is the 2013
curriculum; the Core Competencies and Basic Competencies used are in accordance with the 2013
curriculum; the module developed consists of the teacher module and student module with cell metabolism
topic and based on the Stim-HOTS model.

Development

The recapitulation of the results of evaluations by expert validators on the draft module based on the Stim-
HOTS model on cell metabolism topic was in the form of quantitative data in the form of percentages and
qualitative data in the form of suggestions from expert validators. The results of validation by each expert can
be seen in Table 5 and Table 6.

Table 5. Percentage of teacher module evaluations by expert validators

Validator Percentages (%) Qualification Notes:

Material expert 89,28 Very Good No need for revisions
Module development expert 94,64 Very Good No need for revisions
Linguist 87,50 Very Good No need for revisions
Learning instrument expert 87,50 Very Good No need for revisions

Table 6. Percentage of student module evaluations by expert validators

Validator Percentages (%) Qualification Notes:

Based on Table 5 and Table 6, it can be seen that the teacher module and student module have a
percentage between 87-94% which means that they have very good qualifications. Material validity, module
characteristics, learning instruments, design and readability of both modules are sufficient to meet the
expected target, but there are some notes from the validators as the revision material.

The suggestions or notes from the validators were used as the revision material including the
improvement to writing sentences to fit the enhanced Indonesian spelling system, cover layout setting, cover
image setting and the images on the learning activities. A more complete description can be seen in Table 7.

Table 7. Suggestions and results after revision of teacher and student modules

Expert validation Suggestion Initial Product Revision

Material expert ▪ The setting of the distance between images at
the orientation stage should be corrected so
that the meaning is not ambiguous

▪ The distance between images at the
orientation stage has been fixed

▪ The image on the module map should be
enlarged to make it clear

▪ The image on the module map has been
enlarged

▪ The spelling errors should be corrected in some
parts of the module

▪ The spelling errors in some parts of the
module have been corrected

▪ The sentences or instructions should be made
into points to make them not too long

▪ The sentences of instructions or instructions
have been made into points

▪ In the enzyme topic, a brief discussion of
isozymes should be added

▪ The topic about isozymes has been added

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Expert validation Suggestion Initial Product Revision

Module
development expert

▪ The image source in the cover and title page
layout should be included

▪ The image source used in the cover and title
page layout has been included

▪ The purpose of the lab work should be added in
practical activities

▪ The purpose of the lab work in practical
activities has been added

Learning instrument
expert

▪ The forewords for the teacher module and
student module should be distinguished

▪ The forewords for the teacher module and
student module have been distinguished

▪ The instructions for using the module should be
preceded by a command word and should not
be ended with a fullstop (.)

▪ The instructions for using the module have
been improved

Linguist ▪ Fix syllabus tables to 1 page ▪ The syllabus table has been improved
▪ Fix sentence order according to enhanced

Indonesian spelling system
▪ The sentence arrangement has been adjusted

to enhanced Indonesian spelling system

Implementation

Test results of education practitioners and student groups
The recapitulation of the results of assessments by education practitioners and groups of students on the

draft modules based on the Stim-HOTS model on cell metabolism topic can be seen in Table 8.

Table 8. Percentage of assessment of education practitioners and students

Validator Percentages (%) Qualification

Practitioner I 98,36 Very Good
Practitioner II 98,21 Very Good
Students (12) 83,44 Very Good

Based on Table 8, it can be seen that the module based on the Stim-HOTS model developed on cell
metabolism topic shows the percentage in the range of 83-98% which means that it has very good
qualifications. However, there are some suggestions from practitioners and students related to the systematic
writing of questions and image size of the module. The description and results of the revision can be seen in
Table 9.

Table 9. Suggestions and results after revision of teacher and student modules

Giver of advice Suggestion Second Product Revision

Practitioner The systematics of the question writing need to be corrected
according to the rules of writing

The systematics of the question writing has
been fixed

Student The size of the image should enlarged to make it clearer The image has been enlarged

Based on the recapitulation of the results of the module evaluations by validators, practitioners and groups
of students, as a whole the module based on the Stim-HOTS model developed on cell metabolism material is
feasible to be used in the learning process as an effort to empower high-order cognitive skills of students in
Surakarta Public Senior High School. The modules based on the Stim-HOTS model developed are divided into
2 namely teacher module and student module. The teacher module is composed of instructions for
implementing learning including lesson plans and syllabus, procedures for using modules in detail, details of
the syntax of the Stimulating Higher Order Thinking Skill (Stim-HOTS) model and answer signs.

The student module is composed of student activity sheets, material summaries and exercises that refer to
empowering high-order cognitive skills of students. The module content is very influential on the quality of the
module and the expected process of achieving competencies. The interesting module content with attractive
colour composition can motivate the students to learn. Besides, the material presented along with appropriate
images helps them understand the concepts learned (Suciyati & Adian, 2018). The student activities in the
module in each Stim-HOTs syntax focus on the process of stimulating high-order cognitive skills and are
supported by evaluation questions to measure the achievement of the measured competencies (Sajidan &
Afandi, 2017). The empowerment of high-order cognitive skills is stated in The Law of the Republic of Indonesia
No. 20 (2003) that students have the potential to become critical, creative and independent human beings
along the times. The effort to develop a biology module based on Stim-HOTS model to empower high-order
cognitive skills is expected to be a solution that can be done by educators or teachers in the learning process.

CONCLUSION

The development of modules based on the Stim-HOTS model on cell metabolism topic in Surakarta Public
Senior High School was based on the results of the analysis of teaching materials used in schools which
showed that the teaching material had not facilitated the students to achieve the competency of high-order

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cognitive skills optimally. The results of the analysis show that the teaching materials have not facilitated the
students in achieving competencies in the form of high-order cognitive skills optimally. The Stimulating Higher
Order Thinking Skills (Stim-HOTS) model is a model designed to stimulate thinking skills, one of which is high-
order cognitive skills. The module was developed through the validation stage of the expert first to see the
feasibility of the module before implemented in the school. Based on the results of the validation, the module
based on the Stim-HOTs model on metabolism topic shows the percentage of 83-98% meaning that it has very
good or appropriate qualification to be used to empower students' high-order cognitive skills.

ACKNOWLEDGMENT

The researcher would like to thank the Institute for Research & Community Service of Universitas Sebelas
Maret which provided funding support for PNBP research under contract No.543/UN27.21/PP/2018.

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