The Development of Guided Inquiry-Based Learning Resources as a Strategy to Achieve Student Competence in Analytical Chemistry

Abstract

This study aims to develop and implement an innovative guided inquiry-based learning resource as a strategy for achieving student competence in the teaching of Analytical Chemistry. The research was conducted during the Covid 19 pandemic, involving 30 undergraduate students. Research stages include the development of innovative learning resources with guided inquiry to facilitate students to conduct investigations, include asking, researching, reporting investigation result, and share finding information to hone students higher-order thinking skills (HOTS). A standard inquiry-based learning resource package has been compiled for teaching Cation analysis for undergraduate students. Learning resources and supporting facilities are effective in facilitating students to learn actively in planning and carrying out inquiry assignments and presenting their findings. Thinking skills in the HOTS category have been developed for three aspects, namely the skills to analyze, evaluate, and create for analytical chemistry activities, all of which are classified as very good (M=85.07±1.70). The availability of guided inquiry-based learning resources has succeeded in teaching students to master Cation Analysis, as indicated by the achievement of learning outcomes (M=83.16±4.82) which are classified as good. Guided inquiry-based learning is very appropriate to be used for active learning as a strategy for achieving competence in the field of analytical chemistry

Innovative Project-Based Learning Resources to Develop Critical Thinking Skills of Students in Basic Chromatography Instruction

“…This learning model motivates students to actively engage in the study of analytical chemistry, allowing them to optimize their independent learning styles and attain competence in the field. Furthermore, the versatility of this learning model makes it applicable to other courses requiring knowledge and skill enhancement, and it can be implemented in both normal and nonnormal situations as a strategy for achieving competence (Harahap et al, 2022).…”