One of the skills needed in the 21st century is thinking skills including metacognitive skills. Many studies showed that undergraduate students who used metacognitive skills are more successful in learning. This study aims to illustrate using metacognitive skills as a solution in chemistry problem solving and undergraduate students’ respond. The design used One Group Pre-test and Post-test Design. The subject of this study was the undergraduate students of chemistry class academic year 2019/2020 as many as 31 people. To obtain the profile data of metacognitive skills and undergraduate students’ respond through an essay test, interview, and questionnaire. Research data were analysed by quantitative descriptive. The results showed that: (1) performance of metacognitive skills of undergraduate students has high category in chemistry problem solving on each indicator. The indicators were goal setting, identify the known knowledge, determining the learning strategies, monitoring the relevance of the known knowledge with learning strategies, monitoring the goal achievement in the making conclusions, and evaluating the process and thinking outcomes, and (2) most of the undergraduate students are pleasant to join to this learning activity. Based on the results of this study, metacognitive skills can be used as a solution in chemistry problem-solving.
The purpose of this study is to describe the improvement of students' critical thinking skills on the reaction rate material by implementing a guided inquiry based on a contextual approach. The subjects were students of class XI MIA 7 SMA Negeri 1 Gedangan with a one-group pretest-posttest research design. The methods used to collect data are observations, tests, and response questionnaires. The research instruments used were critical thinking skills test sheets, observation sheet of learning model implementation, students activity observation sheets, and students response questionnaires. Data analysis was carried out using quantitative techniques assisted by SPSS 23. The results showed that (1) The percentage of the implementation of the guided inquiry with a contextual-based approach at I and II meetings is 98.66% (very good) and 99.48% (very good). (2) The relevant activities of students at I meeting is 98.06% and at II meeting is 97.78%. (3) Students' critical thinking skills are successfully improved with an average gain score on the interpretation indicator is 0.85 (high), the inference indicator is 0.82 (high), the analysis indicator is 0.77 (high), and explanation indicator is 0.75 (high). (4) Students' positive response to the learning model implementation is 96.35% (very good). The results showed that students' critical thinking skills on the reaction rate material were successfully improved by implementing a guided inquiry learning model based on a contextual approach.
This study aimed to determine the effectiveness of Problem-Based Learning (PBL) model based on Socio-scientific Issues (SSI) to improve the ability of science literacy on climate change materials. This type of research is a 4-D model development with research design using One Group pretest-posttest design. Subjects in this study are learning devices IPA with PBS model based on SSI which is tested in this II test phase in grade VII students at SMP Negeri 1 Bangsal Mojokerto as many as 3 classes. The technique of data analysis for the result of science literacy test in learning is data of pre-test result and post-test of student that function to know improvement of science literacy of student before and after learning. This increase is known through N-Gain analysis. Based on the results of the research, it can be concluded that the learning tools of IPA with Problem Based Learning (PBL) model based on Socio-scientific Issues (SSI) to improve scientific literacy ability on climate change material developed has been effective so it is feasible to be used in learning
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