THE VALIDITY OF DIGITAL COMIC TO TRAIN METACOGNITIVE SKILLS ON REACTION RATE

: This research aims to determine the level of validity of digital comic media on reaction rate to practice developed metacognitive skills. This research is Research & Development (R&D) with the ADDIE model, through 5 stages, namely analyze, design, development, implement, and evaluate which is limited to the development stage. The instrument used to determine the level of validity is a validation sheet assessed by two chemistry lecturers and one chemistry teacher. The level of validity is obtained based on the value mode of the assessment results of three validators. Based on the results of the validation that has been carried out, the digital comic developed received a score of 4 which is categorized in each aspect of both content and construct which is categorized as valid. So it can be concluded that the digital comics developed are suitable for testing with students.


INTRODUCTION
The 21st century can be characterized by 1) easily accessible information; 2) faster computing or data processing; 3) automation that replaces jobs; and 4) fast communication (Halawa et al., 2022).With the increasing development of science and technology, the world faces challenges in the 21st century that are very different from previous centuries (Tirri et al., 2017).The real challenge in the world of education is that learning in the 21st century requires educators to be able to use digital technology and internet networks to access, manage, evaluate and create information that can be used in the learning process (Halawa et al., 2022).Apart from that, chemistry learning activities are a challenging and quite complicated learning process (Hidayah, Fajaroh, & Narestifuri, 2021).So in this era, learning media utilizes technology in its use.One of the technology-based learning media that can be used in the learning process is digital comics (Syahrani et al., 2022).
Comics are a form of visual communication media that has the power to convey information by combining images and writing.In comics, the text makes it more understandable and the plot makes it easier to understand (Sholihah, 2023).The comics that will be developed are digital comics.The reason for choosing digital comics is that digital comics are environmentally friendly, cost-effective and flexible.It is said to be environmentally friendly because digital comics do not use paper as a delivery medium so we can save on paper usage.Digital comics are said to be cost-effective because they do not need to be printed, bound, or duplicated in book form.To assist its use, the digital comics developed are published digitally via a webtoon platform which can be accessed easily via Android/iOS smartphones, laptops, tablets and others provided they must be connected to internet data (Nuryanah et al., 2021).
Comics are a pictorial medium, so the right material is material that can be visualized, one of which is reaction rates.The material on reaction rates includes five sub-topics, namely the concept of reaction rates, collision theory, factors that influence reaction rates, reaction rate equations, and reaction orders.Reaction rate is one of the materials that studies microscopic things such as collision theory and factors that influence reaction rates.The abstractness of this concept makes students tend to only memorize the theories without understanding them (Sinta et al., 2021).In research conducted by Fitriawati et al. (2022) regarding the development of chemical comics on colloidal materials which was carried out in class educate.From research conducted by Harahap (2020) regarding the development of digital comics on reaction rate material to improve student learning outcomes, research results showed that digital comics are suitable for use as learning media that can improve student learning outcomes.
In reaction rate material, students are required to understand and master the concepts correctly.Concepts in chemistry are multilevel concepts.This means that concepts in chemistry develop from simple concepts to more complex concepts.This multilevel concept also results in students understanding that a concept needs to be sequential (Marthafera et al., 2018).Furthermore, Putri & Muhtadi (2018) wrote in their article that chemistry is a science that requires students to have factual, conceptual and metacognitive knowledge in science.Understanding metacognition is necessary for students to understand a concept because to understand a concept students need to carry out a series of activities that are consciously carried out in a process known as metacognitive awareness (Putri & Muhtadi, 2018).
Metacognition consists of two, namely metacognitive knowledge and metacognitive regulation (Moritz et al., 2019).Metacognitive knowledge refers to the general knowledge that students have about how they learn, process information, and their knowledge of their own learning process (Indira et al., 2020).Metacognitive skills have an important role in students' learning process.Metacognitive knowledge can help students understand and regulate their own thinking processes so that students are able to learn on their own without too much help from the teacher.The reason why metacognitive abilities need to be developed

METHOD
This research is Research and Development (R&D) research.The Research and Development (R&D) research method aims to produce a product and test the effectiveness of the product (Sugiyono, 2016).The development model used in this research is the ADDIE model.The ADDIE model consists of five main stages, namely analysis, design, development, implementation and evaluation (Branch, 2009)

Design Stage
The second stage is design.The design stage is used to design products and research instruments according to the results of the analysis in the previous stage (Firda, 2023).The series of activities carried out at the design stage are (1) determining the digital comic components; (2) determine the content or material in digital comics; (3) create a digital comic design storyboard; and (4) compiling an instrument for the feasibility of digital comics to train students' metacognitive skills.

Development Stage
The third stage of the ADDIE model is the development stage, which aims to produce valid learning media (Cahyadi, 2019).The instrument used for expert validation is a questionnaire.The instrument used for expert validation is a questionnaire.This questionnaire will be assessed by two lecturers and one chemistry teacher to validate the media based on content and construct as a form of validity level of digital comics.Data obtained from media validation results were then analyzed.The data obtained in the form of responses, suggestions or input obtained from validators was used to improve the product.For quantitative data, the validation classification was determined by validators based on the ordinal scale mode with intervals of 1-5.The questionnaire sheet uses a Likert scale assessment as shown in Table 1.(Riduwan, 2015) Validation data is in the form of scores which are analyzed quantitatively which is ordinal data which can be analyzed by determining the mode in each aspect using the following conditions.If the aspect being assessed has a score mode  3, then the aspect is declared valid.If the aspect being assessed has a score < 3, then the aspect is declared invalid.Then, if there are aspects that do not meet the validity requirements, revisions and validation must be carried out again until they reach the specified criteria (Lutfi, 2021).

RESULTS AND DISCUSSION Digital Comic Design
Digital comics which are developed based on comic content components are divided into two, namely, prologue as an opening and introduction to digital comics and the core content of digital comics.The prologue contains an introduction to the function of digital comics, learning objectives, and instructions for using comics.Meanwhile, the core content of the digital comic contains material on reaction rate factors which is presented with a storyline that includes metacognitive planning and monitoring skills, and a barcode at the end for follow-up activities that include evaluating skills.The digital comics developed can be accessed via the link: https://t.ly/ZHDlv.The episode title components can be seen as in Figure 1.The learning objectives component contains learning objectives in accordance with the results of the needs analysis and also informs users about using chemical comics as a learning medium.

Figure 3 Display of instructions for using digital comics
The next component is instructions for using digital comics that can be seen in Figure 3.The instruction is not only about how to use digital comic but also an introduction to Webtoon features.So if there are potential users who have never used Webtoon, this can be helped.The next component is reaction rate material which is packaged with stories that reflect metacognitive skills.The reaction rate factor material presented is the concentration, surface area, temperature and catalyst reaction rate factors which are connected to the collision theory.It is felt that reaction rate material needs to support the learning process because the material contains many abstract concepts, for this reason, tools in the form of appropriate learning media are needed (Minarni, 2020).One form of appropriate learning media for reaction rate material is digital comics because digital comics combine text with images or visuals, making it easier for students to understand reaction rate material (Pahria & Hendrawan, 2018).The metacognitive skills presented in digital comics are planning skills, monitoring skills, and evaluating skills.Planning ability is when students are able to write or mention known information correctly and completely (Patmawati, Wigati, & 'Aini, 2023).An example of the display of planning skills can be seen as in Figure 4.
In the comics being developed, planning skills are shown in how the characters in the comics discuss before solving problems or when researchers are able to design tools and materials appropriately.As in Figure 4, the character's planning ability can be seen in how the character can determine information on the problem to be solved, and design an HCl experiment with Na2S2O3 with manipulated temperature as one of the experiments to see the reaction rate factors that are influenced by temperature precisely.

Figure 1
Figure 1 Each title of each episode

Figure 2
Figure 2 Learning objective in digital comics

Figure 4
Figure 4 Display of planning skill in digital comic

Figure 5
Figure 5 Display of monitoring skill in digital comic . However, this research is only limited to the development stage.1.Analysis stageThis stage aims to identify and analyze the problems faced by students and educators, as well as to obtain information about what is needed in the learning media development process.The series of activities carried out at the analysis ) identifying the characteristics of the target students; (5) identify and collect necessary resources; and (6) develop a digital comics development plan.

Table 1
Validation Likert