The Integrated Augmented Reality and Google Scholar as the Test Instrument to Improve High Order Thinking Skills and Digital Literacy Skills

Abstrak Evaluation instruments in the student learning process in interactive, fun, challenging, motivating, and developing students ‘creativity and independence are needed to improve students’ High Order Thinking Skills (HOTS) and digital literacy skills (DLS). HOTS and digital literacy are part of the 21st-century skills that are important for every individual. This study developed a test instrument integrated with Augmented Reality (AR) and Google Scholar (GS) to encourage HOTS and students’ digital literacy skills. This type of research was development research. The subject matter was the scale and comparison. Product trials were applied to 11th-grade students in Sleman, Indonesia. Product validity was based on expert judgment, item validity, distinguishing power, difficulty level and reliability. AR was created using the ARLOOPA application operated with android. The research instrument was designed to increase HOTS and DLS.


INTRODUCTION
The 21st-century learning framework must incorporate technology into the learning process that focuses on creativity, critical thinking, communication, and collaboration. Six components must be achieved in 21st-century learning, namely:  (Thieman, 2008;Rochelle, 2000). In other words, the current role of education in the learning process in schools is more focused on developing student resources, including Digital Literacy Skills (DLS) and and change the knowledge and experience already possessed critically and creatively in making decisions to solve the problems at hand (Brookhart, 2010 (Brookhart, 2010;Djawad, 2018).

METHOD
The research method used is research and development. The developed product is based on the following development steps: information gathering, planning, initial product development, limited trial, initial product revision, field trial, and final product revision (Brog & Gall, 1983).
The instrument to measure the validity is a validation sheet which will then be analyzed qualitatively. Validation of instrument carried out aimed to evaluate the validity of the instrument that is being developed. The instrument validation process was carried out at the initial development stage and was carried out by five mathematics education experts.
After the instrument was deemed valid, the instrument was tested on a limited basis to 5 non-experimental students. At following formula (Aiken, 1985).
( 1) where: ∑S = Total difference between the score given by the expert and the minimum score. n = Number of experts involved. c = Number of score options that can be given.
The data from the analysis is then compared with the validity categorization that follows the class range according to Table 1. Using obtained the value of the difficulty level, then compared based on the categorization in Table 2. With the help of the same application, then the discriminatory power analysis is carried out using the following formula. After obtaining the value of distinguishing power, we then compared it based on the categorization in Table 3.  (Arikunto, 2013;Solichin, 2017) Data from the test instrument to students in the form lists the value obtained by the student based on the scoring rubric Brookhart (2010) as Table 4. The answers given are following the question's intent, and the calculation process/source of information is correct. 1 The answers given are following the question's intent, but there are still errors in the calculation process/source of information. 0 The answers given do not match the intent of the question or do not answer at all.

RESULT AND DISCUSSION
The initial process carried out in  Based on the Pearson correlation analysis results above, the conclusion of the item validity test results is as Table 6. Mathematics. From the results of the analysis obtained the following Table 7. Overall, the statistical instrument test results based on the data obtained from the field test scores can be seen in the following Table 8.  (Syawaludin, 2019;Faridi, 2021). The use of GS as a media to improve students' DLS also needs to be tried by teachers in the learning process. DLS must begin to be integrated in every learning process in schools to improve the abilities of 21st century students (Perdana, 2019). Students are expected to be not only skilled in using technological tools, but also need to build the ability to capture information properly and have mutual respect in the interaction process directly or indirectly (Sparks, 2016;Santos, 2017).