The defining stage is the initial process to define the reasons and objectives for developing teaching modules. In the defining stage, observations and interviews were conducted. Observations were made by directly visiting and observing the learning process in Class X.2 IPA, such as the methods and models used by teachers in teaching, teaching materials used, and observing students who were active and less active in the learning process. Observations were also made in the Physics laboratory to see the tools and materials that can support the Physics learning process and practicum. The interview was conducted to 1 Physics teacher in Class X IPA aimed at exploring information about how the critical thinking skills of students in Class X.2 IPA both through direct teacher assessment in class and the results of daily tests, as well as factors that cause some students to be less active in learning.

The defining results were obtained through five steps described in Table 5.

The design stage is the stage of obtaining a teaching module design or design based on data from the define stage. The data obtained previously are data that will be used as a guide in compiling the content of the teaching module according to the needs of the intended target learners. Based on the data in Table 5, it can be seen that the designed product contains climate change and global warming material for Phase E of the class X independent curriculum. As for the gaps obtained in the Front-end analysis. So, discovery was chosen with the consideration that discovery can be a solution in realizing learner-centered learning and is in line with learning with an independent curriculum because it is able to show the involvement and active role of students in the learning process.

The initial draft of the validated design stage received revisions from the validators described in Table 7.

The development stage aims to produce a discovery-based Physics teaching module that has been validated and ready to be tested on students. The following are the steps taken at the develop stage.

Expert appraisal aims to determine whether the Physics teaching module is valid or not. The first aspect in determining the quality of discovery-based Physics learning modules is content validity. Validity comes from the word validity which means the extent to which the accuracy of a product is able to perform its measuring function (Azwar, 2019). Validation is an activity process to assess whether the teaching module design is suitable for use or needs to be revised. This validation is also said to be rational validation because it is an assessment based on rational thinking and the absence of field facts.

Measurement of the content validity of the teaching module is carried out by presenting three experts/validators to assess the discovery-based Physics teaching module using a previously validated teaching module validation questionnaire. In the validation questionnaire, there are statement items that will be assessed and scored by the validator. During the validation process, the validator will also provide suggestions and criticism of the teaching module so that this validation process will take place repeatedly. The results of the validator's assessment were then analyzed using Aiken's V validity analysis until the validity results obtained in accordance with the validity criteria were V ≥ 0,4.

The aspects of the validation assessment are in accordance with the assessment by BNSP, including the feasibility of content, presentation, language, and graphics which are modified and adjusted to the development of teaching modules and instruments carried out. (1) Aspects of content feasibility, validators assess the suitability of the material with learning outcomes and learning objectives, the currency of the material, and whether the content of the material can encourage readers' curiosity. (2) Aspects of presentation feasibility, validators assess presentation techniques, learning presentation, and completeness of presentation in the teaching module. (3) Aspects of language feasibility, validators assess the suitability of language with learner development and the feasibility of teaching module language. (4) Aspects of grammatical feasibility, validators assess teaching modules based on visualization, such as size, cover design, and teaching module content.

The four aspects of validation assessment contained in the validation questionnaire in total amounted to 36 statement items in the form of Likert scale ratings. The results of the Aiken's V content validity coefficient analysis are presented in Table 8.

The results of the content validity analysis using Aiken's V index criteria (V ≥ 0,4 = valid), based on four aspects of the validity assessment of the discovery learning-based Physics learning module state that overall aspects meet the valid criteria with an average value of 0.71 so that it can be stated that the discovery learning-based Physics learning module is valid and feasible to proceed to the field trial stage.

The validation results obtained are in line with research conducted by (Lestari & Virman, 2018) who developed a discovery learning-based Physics learning module on vector material, obtaining the average percentage of validation results from media validators of 81.96% categorized as very feasible and the average percentage of validation results from material validators of 95.62% categorized as very feasible. So based on the validation results, it is concluded that the learning module developed is valid for use in the Physics learning process in class. Results of Discovery-Based Physics Teaching Module Development:

After the Physics learning module was declared feasible, it was tested in Class X.2 IPA at SMAN 9 Gowa. The trial of the discovery-based Physics teaching module was conducted with the test subjects over five Physics lessons covering the topics of climate change and global warming. Prior to the trial, students were given a pretest consisting of 25 items designed to assess critical thinking skills.

The critical thinking skills test included 9 questions related to interpretation, and 8 questions each for analysis and inference indicators. The test lasted approximately 60 minutes and was taken by 34 students from Class X.2 IPA at SMAN 9 Gowa.

After using the discovery-based Physics teaching module over five learning sessions, students were given a posttest to evaluate the impact of the module on their critical thinking skills. The pretest and posttest used the same questions, but the numbering was randomized in the posttest.

The results of the pretest and posttest are presented in Table 9.

Pretest and posttest were used to see how much the students' critical thinking skills improved which was analyzed using N-Gain analysis presented in Table 10.

The pretest and posttest results are illustrated in Figure 3.

Analysis of the increase in students' critical thinking ability tests showed that there were 31 out of 34 students who experienced an increase in test results including, students who reached the high category were 5 people with a percentage of 15%, students who reached the medium category were 25 people with a percentage of 73%, students who reached the low category were 1 person with a percentage of 3% and there was 1 student who did not experience an increase in test results, and there were 2 students who experienced a decrease in test results with a percentage of 6%. Thus, based on the n-gain analysis of students' critical thinking skills as a whole, the average score is 0.56 or with a percentage of 56%, which means it is in the effective category.

Based on Table 10, it shows that there is one student who did not experience an increase in test results and there are two students who experienced a decrease in test results.

According to (Asniar et al., 2022), that there are several factors that affect critical thinking skills are physical condition, motivation, anxiety, intellectual development, and interaction between educators and students. Based on interviews with Class X.2 Physics teachers regarding students who did not experience an increase in test results, it was found that these students lacked motivation and enthusiasm during Physics learning. It is also evidenced in direct observation during learning, students who do not experience an increase and decrease in test results tend not to pay attention to the learning process and do not really follow the learning process with the assignments given. Several times the learning was divided into group discussions, so sometimes in doing the assignments there were some students who were not serious, just chatting, and waiting for answers from their groupmates. Another factor is the lack of motivation, because students consider that the learning is not like usual and not from the usual teacher, and consider the learning process is only limited to research not for student learning needs. So, when students work on the questions given, they tend to just answer the questions as evidenced by the relatively fast duration of working on the questions.

According to Sihotang (2019) critical thinking skills will be difficult to develop if there is no conscious effort from students to develop them during learning. Because critical thinking will not necessarily increase in a short time, but requires repeated practice and habituation. So for future researchers, it is hoped that they can choose Physics material that is in accordance with the student's environment and integrate it in discovery learning so that students can get used to the Physics learning process that trains critical thinking skills (Kurniawan et al., 2022)(Kusumaningtyas et al., 2024).

Based on suggestions and references relevant to this research and seen from the categorization of effectiveness used, the teaching module is said to be effective if the overall n-gain average results obtain a percentage of 56% (Sukarelawan et al., 2024). And the development results have a predominantly positive impact. Thus, the discovery learning-based Physics teaching module is concluded to be effective for improving students' critical thinking skills.

The dissemination was limited to practitioners, namely 12 high school physics teachers. Among them are 2 Physics teachers from SMAN 9 Gowa and 10 Physics teachers from several SMA/MA schools in Gowa Regency and Makassar City. The dissemination was carried out to obtain practitioner responses using a practitioner assessment sheet instrument that had been declared valid before. Practitioners' responses aimed to assess the level of practicality in terms of usability and ease of use by students and teachers, as well as the benefits obtained in carrying out learning using discovery-based Physics teaching modules.

Data collection was done by directly visiting the Physics teacher of SMAN 9 Gowa as many as 2 teachers and through google form to 10 other SMA/MA Physics teachers in Gowa Regency and Makassar City.

The results obtained are presented in Table 11.

Based on the results of the analysis of the practitioner assessment questionnaire, it was found that the discovery learning-based Physics teaching module developed met the practical criteria with a percentage of the average analysis results of practitioners of 90%, which means that the practitioner's response is in a very good and positive category towards the discovery learning-based Physics teaching module so that it is practically used in Physics learning in the classroom.

cHowever, from the assessment, practitioners also provided suggestions and corrections to the discovery-based Physics teaching module. The suggestions and corrections given by the practitioners are: (1) the aspect of content feasibility, the suitability of the material in the teaching module to the learning objectives and learning outcomes is considered necessary to be improved, as well as adding data and facts based on the latest research results. (2) Aspects of presentation feasibility, especially the glossary section is considered to still not cover the entire content of the material in the teaching module. (3) Aspects of language feasibility, there are still parts of the writing that are wrong and not neat so they need to be corrected carefully, and (4) aspects of feasibility of graphics, the teaching module is considered to display too many components so it is necessary to simplify the parts in the teaching module.

The results of the practicality of the development of discovery-based Physics teaching modules are in line with research conducted by (Ramadhan et al., 2023) who developed a discovery learning-based learning module on optical instrument material obtained a percentage of 89% with a level of practicality in the very practical category used in Physics learning in SMA / MA. According to Nieveen in (Haviz, 2016), the developed product meets practicality in terms of ease of material and use by teachers and students in learning. Similar research was conducted by (Ayu & Ahmad, 2021), who developed a discovery learning-based Physics e-book on three aspects of practicality assessed resulting in an average percentage above 60% with a very practical category, so that the Physics e-book developed is suitable for use in Physics learning. As well as according to (Sukmarani & Wawan, 2021) in the research conducted, namely developing a discovery learning-based module which was declared feasible to use in learning Physics based on the assessment of experts.

The results of the practicality analysis obtained and previous research show that the discovery-based Physics teaching module developed is declared practical for use in learning Physics by students and teachers, especially in developing critical thinking skills. Thus, the discovery-based Physics teaching module produced can be a Physics teaching material in the independent curriculum on climate change and global warming material and can be used as a reference for teachers or other researchers in developing Physics teaching modules on other sub-materials or other 21st century skills.