Students’ Critical Thinking Skills in Chemistry Learning Using Local Culture-Based 7E Learning Cycle Model

Abstract

This research aimed at describing the effectiveness of the local culture-based 7E learning cycle model in improving students' critical thinking skills in chemistry learning. It was an experimental research with post-test only control group design. The population was the eleventh-grade students of senior high schools in Singaraja, Indonesia. The sample included 111 students; 57 students as the experimental group and 54 students as the control group. The students in the experimental group learned through the local culture-based 7E learning cycle model, whereas the ones in the control group learned through the discovery learning model. The data on the students' critical thinking skills were collected through the critical thinking skills test. The data were analyzed through descriptive and inferential analysis, namely: Independent Sample T-Test for normal and homogeneous data, but Mann-Whitney U-Test for not normal and/or not homogeneous data. The results showed that the average score of students' critical thinking skills on the experimental and control groups were 64,5 and 55,3 respectively. The average score of the students' critical thinking skills on the experimental and control groups in the high-level school were 70.0 and 58.4, respectively, but in low-level school, they were 58.7 and 50.8 respectively.

The Development of PBL-Based Worksheets Integrated with Green Chemistry and Ethnoscience to Improve Students’ Thinking Skills

“…In the 21st century, the development of science, technology, and information takes place very quickly and is full of competition. To anticipate and win this competition, Indonesi-ans must prepare themselves by growing and developing many competencies (Suardana et al, 2018). Thus, it brings the impact of a tight race in all areas of life.…”

“…The conservation knowledge lives in the community were dug up to be translated into conservation materials and included in the worksheets. The examples of indigenous knowledge included the terasering technique applied by Balinese people (Suardana et al, 2018) or preservation of Mangrove and National Park by Karimunjawa residents (Dewi et al, 2019). Moreover, the use of the ethnoscience approach has been proven to be able to develop thinking skills (Setiawan et al, 2017).…”

Instructional Model Cognitive Strategies Based to Enhance Higher Order Thinking of the Students with Cognitive Expressing Difficulties

“…The reasons underlied this rational description are the instructional model cognitive strategies based involved interactive components which consist of :assessing higher order thinking abilities of the students before participating the cognitive strategies based instructional approach , deciding instructional goals, deciding students' learning achievement, deciding instructional strategies, deciding instructional materials, deciding instructional evaluation , and deciding instructional feed back as shown in figure 2. All of them are the reflection of synthesized of the theories and research results which have been described previously.The research finding dealing with the intructional model which involves interactive componens are also supported by Suardana [48] and Wei Fang [49] VI. CONCLUSION In accordance to the research results, it is concluded that cognitive strategies based instructional model is effective for improving higher order thinking of the students with cognitive expressing difficulties.…”

“…Hudgin [23] described that critical thinking is a form of higher order thinking which constructed based on the understanding of problems or statements, as well as, empirical facts. All of them can be identified from: exploring any related facts which supported by any statements or any summaries, evaluating any statements, in order, to get to know relation or different among them, evaluating inductive process based policies, evaluating the conformation of the relation between statements and theories, evaluating the back ground underlined any circumstances which cause any problems [24].…”

Identification of chemistry teaching problems of a prospective teacher: A case study on chemistry teaching

“…By knowing the problems of teaching, it will be formulated appropriate learning strategies to overcome these chemistry teaching problems encountered. Several learning strategies have been developed to address the teaching problems related to the conceptual change model, including (a) the conceptual change texts [5] [18] [19] [20], (b) analogies [21], (c) the holistic mental model confrontation [22], (d) the web-based conceptual change texts [23], (e) the computer simulations [24], (f) the computer-based learning [25], and local culture-based 7E learning cycle model [26]. In preparing this conceptual change learning strategy, the teachers should also pay attention to the students' learning style [27].…”