Analysis of Improving Learning Outcomes and Student Responses Taught Using HOTS Chemistry Teaching Materials Based on the Case Method on Solution Material

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Introduction
To make the nation's life more intelligent, improving the quality of education is very important for sustainable development in all aspects of human life.The national education system must always be developed by the needs and developments that occur at the local, national, and global levels (Mulyasa, 2006: 4).many things can be obtained through education, such as increasing insight (knowledge) and making someone more skilled in honing skills (hard and soft skills).So, it can also be said that education is training that is given from an early age (Neolaka & Grace, 2017).In 2023, the government implemented an independent learning curriculum that seeks to liberate or give teachers the freedom to use various teaching tools to suit the needs and characteristics of students.The learning process in the Merdeka Curriculum directs students to feel free to think, to innovate, to learn independently and creatively, and to learn for happiness (Daga, 2021).
The implementation of the independent learning curriculum directs us to develop students' high-level thinking skills to be able to face global competition.This HOTS capability is needed in the world of work in the future with increasingly tight global competition and requires someone to be able to solve problems quickly and precisely.Therefore, developing HOTS in learning is very important for students to face increasingly complex and dynamic global competition.This is also by research conducted by Mansilla & Jackson (2011) which revealed that students who can develop high-level thinking skills, such as analysis, synthesis, and evaluation will have the ability to solve complex problems and adapt to rapid environmental changes.
A supporting aspect of developing students' high-level thinking skills is the use of appropriate methods.One of the recommended methods is the case method.case method is a method that exposes students to real-life problems where learning stimulation is developed.Students are motivated to overcome difficulties that arise in the real world by using this learning strategy.Thus, students can think critically, analyze problems, and solve them using various sources (Salsabilla et al., 2014:2).This is in line with research conducted by Fatimah & Taufik (2022) that case methodbased learning can influence students' level of understanding.
One chemical material that needs to be understood well is a solution.Soluble chemistry is the basic concept of solutions widely applied in human life, both in the world of health and the industrial world.Therefore, this solution material is very important for students to understand so that they can apply it as a solution for life.
Therefore, there is a need for an integrated application of HOTS questions with the case method to improve students' high-level thinking abilities.One solution is the application of HOTS chemistry teaching materials based on the Case Method in solution material.Based on this, the author conducted this research to provide a solution for developing students' high-level thinking abilities.

Research Method
This research was conducted using test and non-test instruments given to students who were the research samples.The test instrument is used to obtain data on improving learning outcomes and is analyzed using the N-Gain test with the following formula: (Hake, 2002) with the following N-Gain score categories:

Table 1. N-Gain Value Category
N-Gain Value Category Tableg > 0,7 High 0,3 ≤ g ≤ 0,7 Medium g < 0,3 Low (Meltzer & David, 2002) Non-test instruments are used to obtain student response data which will be analyzed using the following percentage scale:

Results of Analysis of Improved Learning Outcomes
Based on the data obtained, the following data results were obtained: Based on the data above, it can be concluded that the average student learning outcomes have increased but only fall into the "medium" and "low" categories.In improving student learning outcomes, the "medium" category dominates, namely around 74.286%, and the "low" category around 25.714%.
There may be no increase in learning outcomes in the "high" category because it is caused by several factors, including students not being used to facing HOTS questions which lead them to reason longer than the questions they usually encounter.Apart from that, students still have to learn more to be able to provide solutions to the problems they face so that in the future they will be able to develop their high-level thinking abilities.

Results of Student Response Analysis
The results of the analysis of the student response data obtained are shown in the graphic image as follows: Based on the data obtained in the graphic image above, in the language aspect, students gave a very good response with a percentage of 91.6%.In the aspect of clarity of writing, students gave a positive response with a percentage of 94.1% that the teaching materials developed met the requirements for clarity in writing and were easy to read and understand.In the aspect of image clarity, the same response was also obtained with a percentage of 91.2, which is included in the very good category because students can better understand the content of the teaching materials developed by observing the existing and clear images in the teaching materials.Apart from that, the aspect of module cover, color composition, and material accuracy respectively received positive responses from students with a percentage of 92.5%; 89.6 %; and 88.7% were included in the good response category to the teaching materials developed.When all aspects are averaged, a percentage level of 91.3% is obtained which is included in the very good response category.

Conclusion
Based on the research results that have been obtained, it can be concluded that: 1) the average student learning outcomes have increased, including the "medium" category by 74.286% and the "low" category by 25.714%, where the increase in student learning outcomes that dominates is the category "medium" 2) Student responses to Higher Order Thinking Skill (HOTS) chemistry teaching materials based on the Case Method in Solution Material obtained an average percentage level of 91.3% which is included in the very good response category.

Figure 1 .
Figure 1.Student Responses to the HOTS Chemistry Teaching Material Based on Case Method Selama Pandemi Covid-19 di Sekolah Dasar.Jurnal Pendidikan

Table 2 .
Student Response Categories

Table 3 .
Data from Analysis of Improved Student Learning Outcomes