THE EFFECT OF GUIDED INQUIRY MODEL ON HIGHER ORDER THINKING SKILLS REVIEWED FROM CHEMICAL LITERACY
DOI:
https://doi.org/10.26740/jcer.v5n2.p70-76Keywords:
Inquiry, HOTS, Chemical Equilibrium, LiteracyAbstract
Abstract. The change in the educational paradigm in the 21st century requires students to have good basic knowledge and understanding to develop Higher Order Thinking Skills (HOTS). Chemical equilibrium is an abstract material and complex, so it requires good thinking skills to understand the concepts. This Study aims to determine the effect of the application of guided inquiry models on HOTS in chemical equilibrium. This research uses Pre-Experimental Design with One Shot Case Study model with 25 students of Billfath University as subjects. The data were collected using the HOTS test instrument in the form of 15 multiple choice questions. Hypothesis testing used the Independent Sample T-test (non-parametric). The results showed (1) the high-level learning outcomes of students with high initial abilities were better than students with low initial abilities, (2) there was a significant effect of applying the model Guided inquiry learning towards student high-level learning outcomes.
References
Lopez, E. J., Shavelson, R. J., Nandagopal, K., Szu, E., & Penn, J. 2014. Ethnically diverse students’ knowledge structures in first-semester organic chemistry. Journal of Research in Science Teaching, 51(6), 741–758.
Nurina, D. L., & Retnawati, H. 2015. Keefektifan Pembelajaran Menggunakan Pendekatan Problem Posing dan Pendekatan Open-Ended Ditinjau Dari HOTS. PYTHAGORAS: Jurnal Pendidikan Matematika, 10(2), 129.
Heong, Y. M., Yunos, J. M., Othman, W., Hassan, R., Kiong, T. T., & Mohamad, M. M. 2012. The Needs Analysis of Learning Higher Order Thinking Skills for Generating Ideas. Procedia - Social and Behavioral Sciences, 59(October), 197–203.
Vachliotis, T., Salta, K., & Tzougraki, C. 2014. Meaningful Understanding and Systems Thinking in Organic Chemistry: Validating Measurement and Exploring Relationships. Research in Science Education, 44(2), 239–266.
Badjeber, R., & Purwaningrum, J. P. 2018. Pengembangan Higher Order Thinking Skills Dalam Pembelajaran Matematika Di SMP. Jurnal Pendidikan Dan Pembelajaran, 1(1), 36–43.
Muntholib, Ibnu, S., Rahayu, S., Fajaroh, F., Kusairi, S., & Kuswandi, B. 2020. Chemical literacy: Performance of first year chemistry students on chemical kinetics. Indonesian Journal of Chemistry, 20(2), 468–482.
Shwartz, Y., Ben-Zvi, R., & Hofstein, A. 2006. The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school students. Chemistry Education Research and Practice, 7(4), 203–225.
Fahmina, S. S., Indriyanti, N. Y., Setyowati, W. A. E., Masykuri, M., & Yamtinah, S. 2019. Dimension of Chemical Literacy and its Influence in Chemistry Learning. Journal of Physics: Conference Series, 1233(1).
Özmen, H. 2008. Determination of students ’ alternative conceptions about chemical equilibrium : a review of research and the case of Turkey. Chemistry Education Research and Practice, 9, 225–233.
Andriani, Y., Mulyani, S., & Wiji, W. 2021. Misconceptions and troublesome knowledge on chemical equilibrium. Journal of Physics: Conference Series, 1806(1).
Muti’ah. 2012. Analisis Miskonsepsi Mahasiswa pada Empat Konsep Esensial Kesetimbangan Kimia Muti’ah. PIJAR MIPA, VII(1), 27–32.
Yildirim, N., Kurt, S., & Ayas, A. 2011. The effect of the worksheets on students’ achievement in chemical equilibrium. Journal of Turkish Science Education, 8(3), 44–58.
Spencer, J. N., & Moog, R. S. 2008. POGIL in the physical chemistry classroom. ACS Symposium Series, 994, 148–156.
Maikristina, N., Dasna, I. W., & Sulistina, O. 2013. The influence of using guided inquiry learning model on the learning outcomes and science process skills of the eleventh grade students of Natural Sciences specialization class at SMAN 3 Malang on the topic of salt hydrolysis. Jurnal Online Universitas Negeri Malang
Novilia, L., & Iskandar, S. M. 2016. The Effectiveness Of Colloid Module Based On Guided Inquiry Approach To Increase Students ’ Cognitive Learning Outcomes. International Journal of Education, 9(1), 17–23.
Ristanto, R., Zubaidah, S., Amin, M.F. R. 2015. International Journal of Research and Review. International Journal of Research and Review, 2(6), 343–347.
Aulia, E.V., Poedjiastoeti, S.R. A. 2018. The effectiveness of guided inquiry-based student worksheets on students’ generic science skills. Journal of Physics: Conference Series, 947, 1–7.
Slavin R. E. 2011. Psikologi Pendidikan: Teori dan Praktik Edisi Kesembilan (Jakarta: PT. Indeks).
Fabby, C., & Koenig, K. 2015. Examining the Relationship of Scientific Reasoning with Physics Problem Solving. Journal of STEM Education, 16(4), 20–26.
Bekiroğlu, O.F., & Arslan, A. 2014. Examination of the Effects of Model-based Inquiry on Students’ Outcomes: Scientific Process Skills and Conceptual Knowledge. In Procedia - Social and Behavioral Sciences (Vol. 141, pp. 1187–1191).
Qureshi, S., Vishnumolakala, V. R., Southam, D. C., & Treagust, D. F. 2017. Inquiry-Based Chemistry Education in a High-Context Culture: a Qatari Case Study. International Journal of Science and Mathematics Education, 15(6), 1017–1038.
Lazonder, A. W., & Harmsen, R. 2016. Meta-Analysis of Inquiry-Based Learning: Effects of Guidance. Review of Educational Research, 86(3), 681–718.
Ayuningtiyas, F., & Yonata, B. 2019. Implementation of Guided Inquiry Learning To Train Students Science Process Skills of Chemistry Equilibrium Materials. JCER (Journal of Chemistry Education Research), 3(1), 9–14. https://journal.unesa.ac.id/index.php/jcer/article/view/5260
Sen, S., & Oskay, O. O. 2016. The Effects of 5E Inquiry Learning Activities on Achievement and Attitude toward Chemistry. Journal of Education and Learning, 6(1), 1.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 JCER (Journal of Chemistry Education Research)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.