The effectiveness of guided inquiry learning based on Anderson’s sketch analysis on students’ higher order thinking skills in reaction rate

2024-10-09T18:45:33-03:00

The 21^st century learning process focuses on enhancing higher-order thinking skills (HOTs). In Indonesian schools, students’ HOTs in the reaction rate topic need improvement. This study investigates the effectiveness of guided inquiry learning based on Anderson’s learning sketch analysis in enhancing HOTs. Involving 60 of 11^th grade science students from a public high school in Malang, the study used a quasi-experimental design with an experimental class (Anderson’s learning sketch) and a control class (conventional learning). The research instrument was a HOTs assessment with 10 essay questions. Data analysis using an independent sample t-test showed a significant difference (p = 0.002), with the experimental class scoring higher (69.3) than the control class (49.9). The findings indicate that Anderson’s Learning Sketch Analysis is effective in improving students’ HOTs, with the experimental class outperforming the control class in skills such as analysis (63% vs. 39%), evaluation (71% vs. 55%), and creation (78% vs. 70%). These results highlight the importance of guided inquiry in enhancing HOTs.

Critical thinking skills of prospective chemistry teachers in chemistry learning with Ethno-Socio-Scientific issues integrated inquiry

2024-08-22T18:02:07-03:00

This study aims to develop a valid and practical Ethno-SSI integrated inquiry strategy to improve the critical thinking skills of prospective chemistry teachers. The research method used is Plomp’s research and development model, with a convenience sampling technique obtained from a sample of 52 prospective chemistry education teachers at one of the universities in Indonesia. Data was collected through observation, a critical thinking test, and a questionnaire. Data analysis was carried out qualitatively and quantitatively. The results of strategy development obtained a new syntax called OETACA (orientation, exploration, transformation, argumentation, conclusion, and application) with a content validity score of 0.83 and construct 0.93. The results of improving critical thinking skills on a small scale get an N-Gain score of 0.7 in the high category supported by the perceptions of prospective chemistry teachers who strongly agree (43%) and agree (41%) to implement the Ethno-SSI integrated inquiry strategy in chemistry learning in the classroom.

Eclética Química

The effectiveness of guided inquiry learning based on Anderson’s sketch analysis on students’ higher order thinking skills in reaction rate

Critical thinking skills of prospective chemistry teachers in chemistry learning with Ethno-Socio-Scientific issues integrated inquiry