Physics education at the senior high school level is an important part of preparing students to understand the basic concepts of physics and develop higher-order thinking skills. Rapid technological development makes humans live side by side with technology (D. A. (Kurniawan et al., 2022). The importance of physics in the development of technology and the sustainability of human activity confirms that a positive attitude towards physics is an important thing for humans to have especially students as future successors of a nation (Kurniawan et al., 2023). However, in reality, student learning outcomes in physics are often low, especially in terms of work and energy. One of the factors that can influence learning outcomes is the lack of use of evaluation instruments that can encourage students to think at a higher level (Liu & Pásztor, 2022). The lack of use of evaluation instruments that are generally used in learning physics in high school tends to focus on factual knowledge and conceptual understanding, while higher-order thinking skills are often neglected. Minister of Education and Culture No. 65 of 2013 emphasizes the importance of using inquirybased learning in the 2013 Curriculum to improve student learning outcomes. In this case, an evaluation tool is needed that is in accordance with the learning approach, namely an evaluation tool that focuses on higher-order thinking skills (HOTS).

Higher-order thinking involves students' ability to do analysis, evaluation, and creation. This ability is important in solving complex problems and applying physics concepts in real contexts. Newman and Wehlage revealed that higher-order thinking (HOT) requires students to manipulate information and ideas in ways that change their meaning and implications, such as when students combine facts and ideas to synthesize, generalize, explain, make a hypothesis, or reach a conclusion or interpretation. By using higher-order thinking, students will learn in more depth and understand concepts better ((Liu & Pásztor, 2022); (Tambunan, 2019)). In addition, with higher-order thinking, students can differentiate ideas or ideas, present good arguments, solve problems, build explanations, and are able to hypothesize and understand complex things more clearly (Huang et al., 2022)

The learning outcomes of students in the 2013 Curriculum are expected to be assessed through the use of a series of assignment instruments that involve activities of analyzing, evaluating, creating, connecting concepts, interpreting, providing appropriate arguments, and making decisions in problem-solving ((Nurjanah, 2021); (Waizah & Herwani, 2021)). In order to become a quality HOTS measurement instrument, the instrument must meet valid and reliable criteria (Husna et al., 2020). In addition, the evaluation instrument must also function as a means to familiarize students with the types of HOTS questions ((Asriadi & Istiyono, 2020); (Husna et al., 2020); (Setiawan et al., 2021))

As a reference in developing HOTS evaluation instruments, the PISA model test from the Program for International Student Assessment (PISA) developed by the OECD has been widely used as an international standard (Asriadi & Istiyono, 2020). The PISA test emphasizes students' ability to reason and solve problems (Agasisti et al., 2023). However, the research results show that students' abilities in reasoning, analysis, evaluation, and creation using PISA questions are at low and medium levels (Robertson, 2021). This is caused by the lack of student practice in solving HOTS questions. Therefore, it is necessary to develop an assessment instrument specifically designed to train students' HOTS abilities.

In the context of learning physics, the use of appropriate evaluation instruments has an important role in increasing student participation in the learning process, developing critical thinking skills, and being able to apply physics concepts in real situations. Appropriate evaluation instruments will allow students to be actively involved in the learning process. By involving students in activities such as analyzing, evaluating, creating, connecting concepts, and interpreting information, evaluation instruments can encourage students to think deeply about the physics concepts being studied (Arafah et al., 2021).

In addition, the right evaluation instrument will also encourage the development of students' critical thinking skills. Critical thinking skills involve students' abilities to analyze information, evaluate arguments, identify assumptions, and construct logical thinking. By using evaluation instruments that require critical thinking, students will be trained in dealing with intellectual challenges, asking in-depth questions, and presenting arguments based on evidence and logical thinking (Rahman et al., 2021). Furthermore, appropriate evaluation instruments can also help students apply physics concepts in real situations. Through questions and assignments that require students to use physics concepts to solve problems or deal with real situations, students will be better trained in connecting abstract concepts with the real world. This allows students to see the relevance and practical application of the physics concepts being studied, thereby increasing their overall understanding.

By using appropriate evaluation instruments, students will not only become passive recipients of information, but also become active and cognitively engaged learners. They will be able to develop critical thinking skills needed in everyday life and be able to apply physics concepts in a variety of real situations. All of these will have a positive impact on students' understanding, achievement, and interest in learning physics (Wisman et al., 2021)

Therefore, this study aims to develop an evaluation instrument based on higher-order thinking that can improve student learning outcomes in the subject matter of work and energy in senior high schools. By using appropriate evaluation instruments, students are expected to be more involved in the learning process, develop critical thinking skills, and be able to apply physics concepts in real situations.

This study will analyze the effectiveness of using evaluation instruments based on higher-order thinking in improving student learning outcomes in the subject matter of work and energy in senior high schools. The results of this study are expected to provide practical recommendations for teachers and curriculum developers in improving evaluation approaches that can encourage higher-order thinking and improve student learning outcomes in physics.

The research method that will be used in this study is the research and development method (Research and Development) which aims to produce and test the effectiveness of a product (Sugiyono, 2013). The product to be studied is a HOTS based evaluation instrument that is used to measure students' metacognitive abilities in understanding work and energy material. The approach used in this method is ADDIE, which consists of five stages, namely analysis, design, development, implementation, and evaluation.

a. Needs Analysis: The initial stage of this research will be a needs analysis to determine research objectives, identify weaknesses in existing evaluation instruments, and collect information on the concepts of work and energy as well as relevant higher-order thinking skills.

b. Instrument Design: Based on the needs analysis, an evaluation instrument based on Higher-Order Thinking Skills (HOTS) will be designed. This involves developing problems and tasks that encourage students to analyze, evaluate, synthesize, and apply physics concepts in the context of work and energy.

c. Instrument Development: The evaluation instrument that has been designed will be developed through an initial trial. This instrument will involve revisions and improvements based on input from physics education experts and validation of the instrument by experts.

d. Implementation: The evaluation instrument that has been developed will be implemented in learning physics for high school students. Teachers and students will be involved in using this instrument to measure students' metacognitive abilities and higher-order thinking skills in the subject matter of effort and energy.

e. Evaluation: After the evaluation instrument is used in learning, the data obtained will be evaluated. The evaluation will involve statistical analysis to measure the validity and reliability of the evaluation instrument. In addition, a comparative analysis will be carried out between the evaluation results before and after the use of the instrument to measure the increase in student learning outcomes.

f. Improvement: Based on the results of the evaluation, the evaluation instrument can be further refined to increase its effectiveness and validity. Instrumental revisions and improvements can be made to support the development of Higher-Order Thinking Skills (HOTS) and improve student learning outcomes in the subject matter of effort and energy.

This research method will provide an indepth understanding of developing evaluation instruments based on Higher-Order Thinking Skills (HOTS) to improve student learning outcomes in the subject matter of effort and energy.

The result of this study is the development of an evaluation instrument based on Higher-Order Thinking Skills (HOTS) using a paper-based test as a medium to measure students' abilities in the subject matter of work and energy in learning physics in high school. The research method used is the research and development method using the ADDIE model which consists of five stages, namely Analysis, Design, Develop, Implementation, and Evaluation.

During the Analysis phase, a needs analysis is conducted to determine the research objectives, identify weaknesses in existing evaluation instruments, and assess the needs of students. The results obtained in this phase involve the development of High Order Thinking (HOT) instruments based on the learning achievements of high school students. Literature findings indicate that the selection of question characteristics is based on the needs of students to have critical and creative thinking abilities when facing everyday life challenges (Utomo, 2023). Questions containing elements of high-level thinking or HOTS are expected to train students to think critically and creatively when they encounter challenges presented in the questions. Furthermore, the selection of question characteristics that encourage high-level thinking becomes increasingly important in improving the quality of education in Indonesia skills encompass several aspects. One of these is ((Hartini & Martin, 2020); (Naibaho & Ritonga, 2023)). Indicators for measuring high-level thinking (Table 2) are the ability to analyze (C4), which includes the skill of breaking down concepts into smaller components and connecting them to gain a comprehensive understanding or a more comprehensive concept. The ability to analyze allows an individual to break down problems or information into more easily understood parts (Hauptman & Cohen, 2011). Another indicator is the ability to evaluate (C5), which involves the capacity to determine the degree of something based on norms, criteria, or specific benchmarks. This enables a person to make precise judgments regarding information or situations by considering specific standards (Forawi, 2016). The third indicator is the ability to create (C6), which involves the capacity to combine elements into something new, complete, and comprehensive (Setlik & Silva, 2023). This includes the ability to create new solutions, ideas, or concepts that go beyond simply combining existing elements (Latifah et al., 2023). These three indicators serve as the foundation for creating evaluation instruments to measure high-level thinking abilities, which include the ability to analyze, evaluate, and create.

The Design stage, which is the second stage, involves the design of Higher-Order Thinking (HOT) based evaluation instruments consisting of 20 multiple-choice questions, 10 essay questions, and an assessment rubric. These instruments are designed to stimulate students to think at a higher level. The outcome of this stage is an evaluation tool that will be used to measure students' understanding and high-level thinking abilities in the context of learning the work and energy material. The design of the instruments involves various steps, including the formulation of questions that promote analysis, evaluation, and creativity. Additionally, an assessment rubric is developed to assist in assessing students' responses objectively and consistently. Theoretical analysis is used as the basis for the design of these instruments. This includes a review of relevant literature and a conceptual framework to ensure that the instruments align with the research objectives and learning needs ((Kurniawan et al., 2023);(Zakwandi & Istiyono, 2023)). Thus, the Design stage is a crucial step in developing HOT-based evaluation instruments, aimed at measuring students' high-level thinking abilities and promoting deeper learning and critical and creative thinking-oriented education (Amaliyah, 2023).

The development stage involves the creation of evaluation instruments based on the previously established design. During this stage, the products developed by the researcher are validated by several validators, including subject matter experts, media experts, and teachers. The purpose of validation is to determine whether the products are suitable for use or require improvements. The instruments must also undergo expert review and validation to ensure their quality, relevance, and effectiveness in measuring high-level thinking skills (Hikmawati et al., 2023). Validation is a crucial step to ensure that the evaluation instruments are reliable and accurately measure the intended learning outcomes (Linuwih & Safutra, 2023). It helps identify areas that may need improvement and provides valuable feedback for refining the instruments before they are used in an educational context.

In this study, the development of an evaluation instrument based on Higher-Order Thinking (HOT) was carried out for learning the physics of work and energy in senior high schools. The research and development method used is the ADDIE model which consists of five stages: Analysis, Design, Develop, Implementation, and Evaluation. The results of the development of this evaluation instrument show the feasibility and effectiveness of its use. Based on the assessment of media experts, material experts, and publisher experts, this evaluation instrument as a whole is considered feasible to use. The assessment includes aspects of display feasibility, content feasibility, and language feasibility. Student responses also showed positive results for this evaluation instrument. With the HOT-based evaluation instrument, students are expected to be more involved in the learning process, develop critical thinking skills, and be able to apply physics concepts in real situations. These skills are expected to keep pace with global world demand in the future (Listiaji et al., 2022). This evaluation instrument can also assist teachers in measuring students' metacognitive abilities in understanding work and energy material ((Devanda et al., 2023);(Sari et al., 2023)). Thus, the development of HOTS learning evaluation instruments on the material physics of work and energy in high school has the potential to improve student learning outcomes. This research makes an important contribution to the development of a more comprehensive evaluation approach and is oriented towards higher-order thinking in eyeglass learning at the senior high school level.