The Effect of Guided Inquiry Model on Higher Order Thinking Skills Reviewed From Chemical Literacy

Priyasmika, Rendy; Yuliana, Ika Farida

doi:10.26740/jcer.v5n2.p70-76

Cited by 3 publications

(4 citation statements)

References 19 publications

(19 reference statements)

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“…Even though the results obtained by students are only limited to nominal and functional literacy, the important thing was that achieving all levels of chemical literacy was not always the primary goal of the teaching and learning process (Kohen et al, 2020). For some teachers, the main goal of basic learning was to find students interested in learning more and provide the basic knowledge they need (Priyasmika & Yuliana, 2021).…”

Section: Resultsmentioning

confidence: 99%

Blended Inquiry Learning with Ethno-STEM Approach for First-Semester Students' Chemical Literacy

Sumarni,

Sumarti,

Kadarwati

2023

JPII

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Chemical literacy, one of the most important aspects of chemistry teaching and learning, has been paid more attention. However, chemistry learning has not focused much on providing students with learning experiences that could improve chemical literacy. Ethno-STEM approach-integrated inquiry-based learning has been reported as an effective learning model in the chemistry learning. This study aims to analyze the effectiveness of blended inquiry learning with an ethno-STEM approach in improving students’ chemical literacy. This study used a quantitative descriptive approach with a one-shot case study design. Ninety-four first-semester students participating in the General Chemistry course (3 credits) in the teacher education program were involved in the study. During the study, blended inquiry learning with an ethno-STEM approach was applied to the participating students for one semester. Questionnaires, descriptive questions, and interviews were used to collect the research data. A descriptive statistic was used to analyze the data. This study showed that the blended inquiry learning with the ethno-STEM approach was effective to improve the students’ nominal and functional chemical literacy but ineffective to increase conceptual and multidimensional literacy. The students’ prior knowledge in chemistry played an important role in the growth of chemical literacy. A continuing BIL-ethno-STEM in chemistry teaching and learning would allow a significant improvement in the conceptual and multidimensional literacy.

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Section: Resultsmentioning

confidence: 99%

Blended Inquiry Learning with Ethno-STEM Approach for First-Semester Students' Chemical Literacy

Sumarni,

Sumarti,

Kadarwati

2023

JPII

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“…Higher Order Thinking Skills (HOTS) mencakup keterampilan berpikir yang melibatkan kemampuan seseorang dalam menganalisis, menciptakan, dan mengevaluasi berbagai aspek dan masalah (Priyasmika & Yuliana, 2017). HOTS menekankan kemampuan kognitif seperti menganalisis, mengevaluasi, dan mengkreasi.…”

Section: Pendahuluanunclassified

“…Berdasarkan interpretasi korelasi Sudijono (2010), jika nilai r sebesar 0,00-0,20 hal ini berarti tidak terdapat korelasi antara indicator berpikir tingkat tinggi Menganalisis dan mengevaluasi. Hasil tersebut sesuai dengan hasil penelitian Priyasmika & Yuliana, (2017) yang menyatakan bahwa upaya peningkatan HOTS dapat dilakukan dengan menerapkan model pembelajaran inkuiri terbimbing. Kadarisma (2020) menyatakan bahwa semua tahapan pendekatan inkuiri terbimbing pada LKPD inkuiri dapat menumbuhkembangkan HOTS peserta didik.…”

Section: Pembahasanunclassified

Hubungan Antara Keterampilan Berpikir Tingkat Tinggi pada Indikator Menganalisis dan Mengevaluasi Peserta Didik

Yanto,

Arif

2023

pedagogika

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Penelitian bertujuan untuk mengkaji korelasi antara kemampuan menganalisis dan mengevaluasi Pada indikator keterampilan berpikir tingkat tinggi. Penelitian ini merupakan penelitian deskriptif korelatif dengan pendekatan kuantitatif. Populasi dalam penelitian ini ialah seluruh peserta didik kelas VIII UPT SPF SMP Negeri 54 Makassar yang berjumlah 91 peserta didik dan tersebar di 3 kelas yang berbeda. Pengambilan sampel melalui teknik purposive sampling sehingga diperoleh sampel penelitian terdiri dari 44 peserta didik. Hasil menunjukkan bahwa tidak terdapat korelasi antara kedua kemampuan indikator berpikir tingkat tinggi menganalisis dan mengevaluasi dengan nilai korelasi sebesar 0,09.

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“…Chemistry is part of science, so it can be defined that chemical literacy is part of science literacy. Chemical literacy can be interpreted as a person's skill to understand and implement chemical knowledge in everyday life (Priyasmika & Yuliana, 2020). In an effort to foster students' chemical literacy, it can be started by attracting students' attention during the learning process, for example by creating a pleasant learning atmosphere through the use of media in learning activities (Wahyuni & Yusmaita, 2020).…”

Section: Introductionmentioning

confidence: 99%

Improving HOTS Literacy Using the PjBL Model with Crossword Puzzle Media on Reaction Rate Materials

Marpaung,

Suyanti

2023

J. Inov. Pembelajaran Kim.

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Every student is required to master science literacy in social life because this literacy is related to the ability of students to relate issues about science and their ideas as citizens. The logical influence of the demands of teacher professionalism in the presentation of chemistry learning is the teacher's ability to create the right learning strategy in accordance with the problems faced in the world of education. One of the things that can be done in solving the problem in question is to transfer the old learning method with the new one. This study aims to determine the improvement of HOTS literacy by integrating the PjBL model with the Crossword Puzzle media on the Reaction Rate material in class XI SMA and to describe the most developed aspects of HOTS literacy. This research is a Quantitative Descriptive research using an experimental method with a One-Group Pretest-Posttest Design design. The results showed that students' HOTS literacy ability increased through learning with the PjBL model with Crossword media, this was proven through a t-test that obtained a value tcount > ttable (7.152 > 2,03452) with an N-gain value of 0.7079 (70.79%).

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The Effect of Guided Inquiry Model on Higher Order Thinking Skills Reviewed From Chemical Literacy

Cited by 3 publications

References 19 publications

Blended Inquiry Learning with Ethno-STEM Approach for First-Semester Students' Chemical Literacy

Blended Inquiry Learning with Ethno-STEM Approach for First-Semester Students' Chemical Literacy

Hubungan Antara Keterampilan Berpikir Tingkat Tinggi pada Indikator Menganalisis dan Mengevaluasi Peserta Didik

Improving HOTS Literacy Using the PjBL Model with Crossword Puzzle Media on Reaction Rate Materials

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