Development of Critical Thinking Skills Based Handout on the Topic of the Human Respiratory System to Improve Science Literacy in Junior High School Students

. This research focuses on developing handout teaching materials based on critical thinking skills to enhance students' scientific literacy. The study employed the R&D development method, along with the ADDIE model. The research subjects included material and media validators, science teachers, and 69 eighth-grade of Junior high school students. The research utilized validation forms, questionnaire responses, pretest, and posttest as instruments. Data analysis techniques involved percentage equation, independent sample t-test, N-gain test, and effect size test. The results indicated that the handouts' quality, as assessed by material validators, was 92.31%, while media validators reported a score of 90.89%, placing both categories in the very decent range. There was a significant difference in average learning outcomes between students who utilize handouts and those who did not. The increase in scientific literacy ability was 0.7, indicating a high category, and the effect size of using handouts is 2.8, denoting a large category. Consequently, handout teaching materials based on critical thinking skills are deemed suitable for improving students' scientific literacy particularly in human respiratory system topic.


Introduction
According to the identification by the World Economic Forum, scientific literacy is one of the 16 skills required and must be developed in the 21st century (WEFUSA, 2015).Scientific literacy refers to students' ability to solve problems, comprehend information, explain scientific phenomena, and make fact-based decisions (OECD, 2019).Additionally, scientific literacy is defined as an individual's scientific skill to apply knowledge through the scientific method, enabling them to understand natural phenomena and draw conclusions based on available evidence (Rubini et al., 2018).
The results of the research on students' scientific literacy skills, as shown in the Trends in International Mathematics and Science Study (TIMSS, 2015), indicate that Indonesia ranked 45th out of 48 countries, scoring 397 out of 500 points, which is below 32| Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 12(1), p. 31-46, (2024) the international average.Another study on scientific literacy conducted by the Programme for International Student Assessment (OECD, 2019) reveals that Indonesia is ranked 70th out of 78 countries, scoring 396 out of 489 points compared to the international average.These findings, published by TIMSS and PISA, demonstrate that the level of scientific literacy in Indonesia remains relatively low.
The low level of students' scientific literacy, as indicated by survey results from PISA and TIMSS, is caused by the selection of teaching materials during learning activities.In line with this, Fathurrohman & Sutikno (2017) explained that teaching resources and materials are among the factors that influence the low level of scientific literacy in Indonesia.Other research suggests that students' limited scientific literacy is influenced by a lack of facilities, such as textbooks that can engage students and enhance their scientific literacy (Rahmaniar et al., 2017).
Scientific literacy holds significant importance for students in science learning as it is related to systematic investigations of nature.Science subjects go beyond studying and comprehending facts, material concepts, and scientific principles.They also involve processes of discovery and systematic procedures through the scientific method (Sobron et al., 2019).Science encompasses the study of natural phenomena, including facts, events, and causal relationships (Imamah, 2012).Biology, as a science topic, poses difficulties for students, given its complexity (Pahlifi & Fatharani, 2019).One challenging area is the human respiratory system, which is abstract and involves intricate functions and processes that require critical thinking skills for analysis and problem-solving.Jamaluddin et al. (2019) supports this notion by stating that junior high school students need critical thinking skills (CTS) and scientific literacy (SL) in science learning.
CTS are highly beneficial for students in addressing various social and scientific problems (Nappi, 2017).Furthermore, these skills enable students to express new ideas and discoveries, facilitating their understanding of complex concepts (Hasruddin, 2009).CTS can promote scientific thinking in everyday problem-solving situations (Caceres et al., 2020).Research conducted by Rahayuni (2016) reveals a significant positive relationship between CTS and SL.This means that higher levels of CTS correspond to greater SL abilities in students.Enhancing SL and CTS is crucial to prepare students for global competition (Sumanik, 2022).
To foster CTS and enhance SL in science learning, one effective solution is to utilize engaging teaching materials that present concise content and incorporate problems related to everyday phenomena.This approach enables students to interpret data and condense information effectively.Handouts serve as a viable solution to address these challenges.By using handouts, students can gain practical knowledge of essential material components, as handouts contain summaries of learning materials designed to achieve specific learning objectives (Fajarianingtyas et al., 2019).Handouts, as printed teaching materials, provide students with organized information that facilitates their learning and allows for student evaluations (Saputra & Faizah, 2017).
Extensive research has been conducted on the development of handouts, demonstrating their effectiveness in enhancing students' CTS and SL.Yana et al. (2014) conducted research on the usage of handouts based on SL in science learning, and the results showed a significant increase in average student learning outcomes as measured by pretest and posttest activities.Similarly, Hasanah et al. (2018) investigated the impact of utilizing handouts on students' CTS, revealing an improvement in critical thinking and problem-solving abilities, which are crucial cognitive aspects for enhancing SL through handout-based learning activities.Another study by Ika (2018) focused on the development of handouts in chemistry using a scientific approach to enhance students' SL skills.The findings demonstrated the suitability and engagement of handouts when applied in learning activities.
Therefore, there was a need for further research on the development of handout teaching materials employing a different approach, specifically handouts based on CTS to enhance scientific literacy.This research served as a novel and important endeavor to undertake.The objective of this study was to determine the stages of development, analyze the validity, practicality and effectiveness of handout teaching materials of CTS based handout on the topic of the human respiratory system to improve SL in junior high school students.

Methods
The research conducted followed the research and development (R&D) approach, specifically utilizing the ADDIE research and development model.The stages of analysis, design, development, implementation, and evaluation, as applied in the R&D research, are outlined in Figure 1 and Table 1.Data analysis techniques were employed to assess the feasibility, practicality, readability, validity, and reliability of the questions, as well as to test the effectiveness of the handout.The assessment of handout feasibility, practicality, and readability was conducted using a 5-point Likert scale, where point 1 represented the lowest score and point 5 represented the highest score.The Likert scale is commonly used to evaluate the attitudes, opinions, and perceptions of individuals regarding a social phenomenon (Sugiyono, 2010).The handout feasibility, practicality, and readability then were calculated by percentage.
The eligibility criteria for the percentages obtained were shown in Table 2.The trial involved testing the validity and reliability of the test items.The validity of the questions was evaluated to determine their accuracy using the Pearson Product Moment test, which indicates that an item is valid if rcount > rtable (Ghozali, 2018).The reliability test, on the other hand, aimed to assess the consistency of the test results and was conducted using the Cronbach's Alpha test.The reliability of the questions was considered satisfactory if rα > rtable (Widiyanto, 2010).
The effectiveness test was conducted by administering pretest and posttest questions to gather information about the improvement in scientific literacy among students.Before analyzing the effectiveness of using the handout, the data underwent tests to meet the prerequisites for analysis.This included normality tests and homogeneity tests to determine whether parametric or non-parametric statistics should be used for hypothesis testing.The normality test was conducted using the Shapiro-Wilk test, which assesses the distribution of data to determine if it follows a normal distribution or not.The data is considered to come from a normally distributed population if the p-value is greater than 0.05 (Koyan, 2012).The homogeneity test, on the other hand, was conducted using the Levene's test to determine if the samples used come from populations with homogeneous variances.If the p-value is greater than 0.05, the data is considered to have homogeneous variances (Usmadi, 2020).After conducting the prerequisite tests, the analysis proceeded by comparing the means of the two unrelated samples using an independent sample t-test to determine if there is a significant difference between the two samples (Feng et al., 2017).The t-test was performed on the pretest and posttest values of the control class and the experimental class.If the calculated t-value is greater than the tabulated t-value and the p-value is less than 0.05, the null hypothesis (H0) is rejected, indicating a significant difference between the pretest or posttest values of the control class and the experimental class.Conversely, if the p-value is greater than 0.05, the null hypothesis (H0) is accepted, indicating no significant difference between the pretest or posttest values of the control class and the experimental class.The pretest and posttest analysis was conducted to assess the improvement (gain) in students' scientific literacy.The N-gain test and the calculation formula were applied as follows (Meltzer 2002 The criteria for increasing scientific literacy obtained from the N-gain test are obtained through the guidelines in Table 3. : standard deviation in the experimental class The criteria of the effect size were shown in Table 4.

Analyze
The results of the needs analysis and interviews conducted with science teachers have provided valuable information that serves as the foundation for the development of the handout based on CTS.The findings from the questionnaire and interviews, specifically related to the learning of science focusing on the content of the human respiratory system, are presented in Table 5.

Teacher needs
Lack of variety in learning activities.The teaching materials employed have been ineffective in enhancing students' interest in the topic of the human respiratory system.The available teaching contents did not integrate real-world scientific phenomena, resulting a lack of support for students to practice CTS.Teaching materials that facilitate students' critical thinking processes were needed An easy and practical teaching material was needed for students Handout could become one of the alternative teaching materials to solve the problems.
Based on the results of the needs analysis conducted with teachers, it was evident that there was a need for more diverse teaching materials that foster students' critical thinking processes.The teachers assessed that the current teaching materials were still insufficient in creating students' interest in learning science, particularly in relation to the human respiratory system topic.The teachers hoped for the development of more varied and practical teaching materials that could increase students' motivation to learn.Gustiawati et al. (2020) emphasize that teaching materials serve as a crucial tool for teachers in designing learning activities tailored to students' characteristics and as a reference for improving future teaching practices.Furthermore, Meryastiti et al. (2023) conducted a study on the influence of teaching materials on the enhancement of students' critical thinking abilities, which showed significant improvement.Therefore, it was essential to develop teaching materials while considering the significance of their use in learning activities.
In addition, an analysis of students' needs was also carried out for the development of teaching content through a student needs questionnaire.Following are the results of the needs questionnaire conducted for students shown in Table 6.

Student needs
Students had difficulties in understanding science content Students need interesting teaching materials.
The teaching materials used are not related to real-world phenomena and did not train students' critical thinking activities.
Students liked colorful and illustrated teaching materials that contain brief content concepts.
Handout needed by students as teaching materials because it was more practical and easier to use 38| Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 12(1), p. 31-46, (2024) The handout was one of the learning materials that aligned with students' interests and can be effectively utilized, as deduced from the findings of the needs analysis conducted.These handouts consist of condensed content encompassing crucial concepts that were intended to serve as teaching materials, aiding students in comprehension and retention of said concepts (Laela & Rinaningsih, 2021).Consequently, the creation of these handouts was guided by the integration of CTS, with the objective of enhancing students' capacity to construct arguments grounded in scientific facts, thereby bolstering their motivation to learn.

Design and development
The process of the handout began with conducting a thorough content review, which serves as a guiding reference throughout the development phase.Subsequently, essential elements were gathered, including relevant images aligning with the content's concepts, real-life examples pertinent to the subject matter, a concise and comprehensible summary written in clear language, thought-provoking questions, and potential experimental activities to incorporate into the handout.The handout includes various components such as content descriptions, charts, assignments, and reference materials (Sari & Putri, 2020).It was structured into several parts, namely: (1) cover page, (2) introduction, (3) content sections, (4) problem analysis tasks, (5) graphic interpretation tasks, (6) experimental activities, (7) poster projects, and (8) conclusion.Furthermore, the CTS indicators in the handout were derived from Facione's (2015) framework, encompassing interpretation, analysis, evaluation, explanation, inference or reasoning, and self-regulation.These indicators were incorporated into the handout through activities that prompt students to solve problems.One of the activities in the handout, called "Let's Analyze," integrated analysis indicators and inferences in CTS.This activity presented real-life scenarios that students commonly encounter and encouraged them to express their thoughts and arguments in solving problems, supported by evidence obtained from the handout's content summary.Additionally, there were "Let's Interpret" activities that taught students how to interpret and analyze existing data in the form of graphs, specifically focusing on the volume of breathing air.These activities aimed to develop students' interpretation skills and apply their own knowledge.students who were good at paraphrasing sentences in scientific discourse can be said to have high literacy on these scientific concepts (Berliana et al., 2023).Through the activities of analyzing and interpreting, students will learn to examine, generate questions, and reflect on what they have learned.This aligns with (Changwong, et al., 2018) that CTS in gathering information and decision-making need to be taught in order to be able to determine alternative solutions and analyze the impact of their own values.The handout also included "let's do an experiment," which combined explanation and evaluation indicators.In this activity, students were required to formulate hypotheses, conduct experiments, collect and record data, answer questions based on the collected data, and complete exercises.This requires the ability to analyse objectively and accurately the positive and negative effects of a decision or conclusion, comparing these results or feedback against the intended outcomes, fairly identifying factors that may be causing any unintended and/or undesirable outcomes, and reevaluating the decision or conclusion, making adjustments where possible (Hager & Kaye, 2006).Towards the end of the document, there was a task component that incorporates self-regulation indicators in CTS.This task prompted students to create posters on the theme of maintaining respiratory health, fostering their ability to make decisions regarding actions they can take to preserve respiratory well-being.All activities were aimed at exercising students' critical thinking skills to improve their scientific argumentation, the nature of science, and the process of scientific discovery (Lieskovský & Sunyik, 2022).The images of all activities mentioned were displayed in Figure 2.
Result of due feasibility percentage handout through the validation of content experts and media experts from each aspect assessed is shown in Table 7.Based on Table 7, every aspect of the handout assessment showed a high average value.However, there were still deficiencies in the assessment from content experts; that is, the feasibility of the questions was still not in accordance with the cognitive level of the questions.Therefore, the questions in the handout still needed improvement according to the instructions that had been recommended by the validator.The average qualifying score of content validation was 92.31%, and the feasibility of the handout from media validation was 90.89%.Based on the eligibility criteria from Akbar (2013), the values obtained showed that the handout that had been developed was very suitable for use but had to be revised according to the direction of experts.These results could be interpreted to mean that well-developed teaching content could be used in learning activities (Ridwan & Siagian, 2016).The handout had to be tested first with an expert validator so that deficiencies and weaknesses were known from the handout (Rahmi et 40| Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 12(1), p.31-46, (2024) al., 2020).Validation results could prove the eligibility of the handout developed (Tiruneh et al., 2017).Suggestions that must be revised in the handout developed is shown in Table 8.

II
It was best to be consistent from start to finish in using the terms "inhalation/inspiration" and "exhalation/expiration".
Adjust the questions according to the level of the desired Bloom's taxonomy Overall, the handout is good enough, but attention needs to be paid to sentence structure elements in the preparation of sentences.
Changed the use of the terms inhalation and exhalation to inspiration and expiration so that they were consistent from start to finish and match the terms in the picture.
Adjusting the questions to the cognitive domain of Bloom's taxonomy to be achieved.
Rearrange the sentences by paying attention to the sentence structure.
The results of the practicality test obtained from the responses of science teachers are presented in Table 9.   , 9, 12, 15, 16 2, 4, 5, 6, 11 3, 7, 8, 10, 13, 14 Based on results about the practicality test of the handout by science teachers, an overall average of 91.77% was obtained, indicating that the handout was based on CTS and was developed very practically for use in learning activities (Table 2).Apart from the practicality test by the teachers, a readability test was also carried out by students, as shown in Table 10.
Based on Table 10, the average percentage of students' readability test towards the handout that had been developed, with aspects of content, language, and format, was 91.96%, which fell into the very good category (Table 2).This showed that the handout was suitable for use by students as teaching content in learning activities related to the human respiratory system (Wenno et al., 2022).
In addition to filling out the legibility test questionnaire, students also worked on the questions as content for testing the validity and reliability of the questions, which would later be used as test instruments for pretest and posttest questions.Out of the 23 questions tested, the results showed that 19 questions could be declared valid, while the other 4 questions were invalid.The criteria for validity of the items were rcount > rtable (Ghozali, 2018).After verifying the validity of the questions, the reliability of the test items was tested, with a magnitude of rtable for a sample of 34 being 0.3388.The reliability test results were 0.846>0.3388,indicating that the data from the 19 items were reliable (Widiyanto, 2010).The valid and reliable questions were then re-selected, totaling 16 questions, which were then used as pretest and posttest questions.The selection of questions was based on the indicators of scientific literacy shown in Table 11.

Implementation
The teaching contents handout, which had been deemed feasible, was then implemented to determine the effectiveness of using the handout based on CTS developed towards increasing students' SL.The average value of the pretest for the control class was 45.53 (normality p = 0.097), and the average value of the posttest was 72.53 (normality p = 0.083), as opposed to 44.34 (normality p = 0.105) and 83.83 (normality p = 0.250) for the experimental class.These results showed that the values of the pretest and posttest in the control and experimental classes were normally distributed.In line with Sugiyono (2015), who claimed that the normality test results could be used as a reference for hypothesis testing, namely parametric statistics.Additionally, a homogeneity test was also carried out, and it was obtained p = 0.803, indicating that the data met the homogeneity assumption (Widiyanto, 2010).These results were in accordance with Usmadi's (2020) assertion that the homogeneity test could be used to determine if the population under study is derived from a population with a similar variance.The results of the independent sample t-test from the pretest were p = 0.649, and from the posttest were p < 0.001.From these results, it is known that there is no significant difference in the pretest results, while there is a significant difference in the posttest results.The existence of a significant difference between the posttest scores of the control class and the experimental class shows that learning activities using handouts are effective (Sugiyono, 2010).This is in line with the research of Muliawati et al. (2016), which states that using handouts is more effective than not using handouts in improving learning outcomes.
The results of the N-gain test analysis fell into two categories: high for the experimental class, where g = 0.7064, and medium for the control class, where g = 0.4742 (Table 3).The results of this study were consistent with those of Putri et al. (2020) who found that students in the experimental class improved their SL abilities on average more than those in the control group.It was shown that the handout based on CTS had good effectiveness in increasing students' SL in the experimental class.The findings of further analysis using Cohen's d effect size were d = 2.8, indicating that using the handout based on CTS had a significant impact on increasing students' SL (Table 4).This finding was in line with Laela & Rinaningsih (2021), who claimed that handouts can aid in boosting SL and developing students' CTS.Increasing students' SL skills through the used of a teaching contents handout based on CTS, one of which was influenced by the appearance of the handout having bright colors and containing many images related to the human respiratory system, and having content that contains important concepts and various problems or phenomena, results in increased students' interest and motivation in learning science.This ultimately affected SL skills in students.This was in line with Zenitus et al. (2016), which states that there is an effect of using handouts in increasing student motivation.Furthermore, in terms of science education, it is important to ensure that scientific literacy can continuously be developed in science lessons instead of be something expected to be achieved only at the end of an educational process (Almeida et al., 2023).Therefore, the implementation of a CTS based handout must be conducted sustainably.

Conclusion
The use of handouts based on CTS was found to be effective in the learning process to increase students' SL skills.This was evident from the significant difference between the SL skills of between control and experiment classes.The ability of SL skills in students whose learning process used the handout based on CTS increased and fell into the high category (g= 0.7064) with a large effect size (d=2.8).This means that the use of handouts based on CTS had a substantial influence on increasing students' SL, particularly in the human respiratory system topic.

Figure 2 .
Figure 2. Activities in handout.a. Let's analyze, b.Let's interpret a, c.Let's do an experiment, and d.Poster project assignment activities

Table 1 .
Development methods

Table 3 .
Classification criteria for students' scientific literacy improvement out to see the effect of the application handout based on critical thinking skills to increase students' scientific literacy with the following equation: Hake, 1999)e, 1999)36| Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 12(1), p.31-46, (2024)Effect size test (Cohen's d effect size) was carried n1: the number of students in the control class n2: the number of students in the experimental class SD1 2 : standard deviation in the control class SD2 2

Table 8 .
Handout revision results

Table 9 .
The resuts of handout practicality test by science teacher

Table 10 .
The resuts of handout readability test by students Development of Critical Thinking Skills Based Handout on the Topic..........|41

Table 11 .
Indicators of scientific literacy on questions