Articles

Development of Problem-Based-Learning (PBL)-Oriented Electronic Student Worksheets (e-Worksheet) to Improve Critical Thinking Skills of Class XI Senior High School Students on Factors that Influence Rate of Chemical Reactions Material

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Education system changes from time to time, and with these changes, the existing curriculum in Indonesia also continues to undergo several curriculum updates. The Merdeka Curriculum is the answer to the high level of competition that occurs in the 21st century. Factors that influence the rate of chemical reactions are one of the materials in chemistry phase F of the Merdeka curriculum, which has abstract characteristics and requires experimentation. Based on these characteristics, the problem-based-learning (PBL) learning model is suitable for use and can improve students’ critical thinking skills. This research aims to determine the feasibility of developing a PBL-oriented student e-worksheet to improve critical thinking skills on factors that influence reaction rates. The method used in this research is R&D with a 4D model. The results obtained are that the student e-worksheet developed is feasible because the content and construct validity results obtained in mode 5 with a very valid category, then the practicality results obtained a response questionnaire score of 98.44%, which was supported by the results of the student activity sheets, and the effectiveness was obtained. From the data from the pretest and posttest results, which were analyzed using the SPSS Paired Sample t-Test, the results showed that there was an increase in students’ critical thinking skills, namely with a significance value of 0.00.

Development of Problem-Solving-Oriented Electronic Module (E-Module) to Improve The Critical Thinking Skills of Class XI Senior High School Students on Acid-Base Material

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The Independent Curriculum is a solution to the tight competition for human resources in the 21st century. The critical thinking skills needed in the 21st century can be improved through studying chemistry, especially acid-base materials. The problem-solving learning model is an appropriate learning model for understanding acid-base materials and can improve students’ critical thinking skills. Learning media that can be used in chemistry learning are electronic modules. The aim of this research is to develop a problem-solving-oriented e-module to improve critical thinking skills in acid-base materials. The development model in this research uses the 4D model by Thiagarajan. The development of problem-solving-oriented e-modules was declared suitable for improving students’ critical thinking skills in acid-base material in terms of validity, practicality, and effectiveness. Validity is seen in content and construct validity, both of which received a mode value of 5 in the very valid category. Practicality can be seen from the results of the student response questionnaire, which obtained a percentage of  98.75℅ in the very practical category and is supported by the results of observations of student activities. Effectiveness can be seen from the results of the students’ critical thinking skills pretest and posttest, which obtained a significance value of 0.00 using the paired sample t-test.

Development of Student E-Worksheet Based on PBL (Problem Based Learning) to Practice Metacognitive Abilities of High School Student on Reaction Rate Material

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Developments in the 21st century is so rapid that innovation in various fields is required one of which is education. Through the implementation of the 2013 curriculum, the metacognitive abilities needed in the 21st century were train. The Problem Based Learning (PBL) model can support students to develop their metacognitive abilities. The rate of reaction as one of the subjects that are difficult to understand can be taught through the PBL learning model. The aim of this study is to develop a Student E-Worksheet based on Problem Based Learning to train students metacognitive abilities on reaction rate material. The Student E-Worksheet development model in this study uses a 4D model. The development of Student E-Worksheet was declared feasible to train student metacognitive abilities. The results of content validity of 94.81% and construct validity of 96.97%. Then the results of practical of observing student activities and questionnaire with a value of 96.37%. The effectiveness of the Student E-Worksheet is seen from the pretest and posttest values ​​which were analyzed using the SPSS Paired Sample t-Test test, a significance value of 0.000 was obtained.

Effects of Laboratory Learning Environment on Students’ Academic Achievement in Chemistry in Senior Secondary Schools

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Chemistry is often regarded as a difficult subject by the students. Learning environment is the diverse physical locations, contexts and cultures in which students learn. This study looked at the effect of chemistry laboratory learning environment on student Academic Achievement in chemistry. A satisfied random sampling technique was used to select students from the six (6) educational zones in Anambra State. A total of 300 chemistry students from the six (6) educational zones in Anambra State were sampled. Quasi-experimental design was adopted for the study. Chemistry Achievement Test (CAT) with reliability coefficient of 0.82 using Kuder Richardon – 21 and Chemistry Laboratory Learning Environment Inventory (CLLEI) with a reliability coefficient of 0.85 using Cronch alpha were used for data gathering Mean, Standard Deviation. t-test was used to analyze the data. The results showed that the chemistry laboratory learning environment has a significant effect on students’ academic achievement in chemistry. An environment has an effect on the academic achievement of the students. Also there is a significant difference between students’ preferred and actual chemistry laboratory learning environments in terms of students’ open-endedness, cohesiveness, material, integration, rule clarity. The results also indicated that there is no significance difference or male and female students in the way they perceived the same laboratory learning environment. It is recommended that students should be given the opportunity to work cooperatively, provided with frequent laboratory activities. Better conducive laboratory learning environment will yield better academic achievement in chemistry.