The absence of physics teaching materials developed for students that involves activities, searching for and finding concepts in accordance with learning objectives, coupled with the low HOTS ability of students in analyzing questions is a reality in the field that underlies this research. So that researchers are interested in developing a physics worksheet based on DBL (Discovery Based Learning) equipped with HOTS questions. This study aims to produce DBLbased physics worksheets equipped with valid and practical HOTS questions for work and energy, momentum and impulse and harmonic vibrations. Research and Development with a 4-D model is a type of research developed. The stages of this research consist of 4 phases, namely Definition, Design, Development and Dissemination. However, due to time and cost constraints, this research was only carried out until the development stage. DBL-based physics worksheets equipped with HOTS questions are designed with six learning stages, namely Stimulation, Problem Statement, Data Collection, Data Processing, Verification and Generalization. Based on the data analysis that has been done, the results of the validation of the DBL-based physics LKPD are equipped with HOTS questions with a percentage of 78.33% and valid categories. While the results of the practicality questionnaire responses of teachers and students were obtained respectively 85.54% and 91.18% with very practical criteria. So it can be concluded that the DBL-based physics worksheet development is equipped with valid and very practical HOTS questions to be used for class X high school students.

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The problem that is often faced in the learning process is the low learning competence obtained by students. One of the factors that influence students' learning competence is self-efficacy. The purpose of this study was to determine the relationship between self-efficacy and Biology learning competence of students in class XI MIPA SMAN 1 Hiliran Gumanti. The method used is descriptive correlation using the Spearman rank formula. The results showed that there was a correlation between self-efficacy and Biology learning competence of students with a value of r=0.477 and tcount which was 3.4321 which was greater than t table, which was 2.0218. So, it can be concluded that there is a significant and positive relationship between self-efficacy and Biology learning competence of students in class XI MIPA SMAN 1 Hiliran Gumanti.

Creating a valid and reliable instrument is very necessary to produce a quality and accountable research. A research instrument must also be able to meet the requirements so that what you want to measure can produce accurate data. This study aims to develop a standard and quality instrument for measuring students’ s self-efficacy in Biology learning. The method used in this research is descriptive quantitative with the aim of knowing the quality of the items on the three dimensions of self-efficacy, namely the dimensions of level, strength, and generality,  that it can be used to measure the self-efficacy of students in learning biology. The instrument used is a self-efficacy questionnaire consisting of 40 statements. Sample in this research is 20 students in grade XI MIPA SMAN 2 Hiliran Gumanti. The items in instrument analysis test, was conducted by a validator, namely through professional judgment or expert review. The data analysis technique used is the validity test using Pearson's Product Moment analysis and the reliability test using the Chronbach Alpha technique. The results of the study and data analysis showed that the instrument for measuring students' self-efficacy was valid and reliable. So it can be concluded that the research instrument meets the criteria for use in the next analysis, because it can measure students' self-efficacy even though there are several items that must be revised first.