Development of Chemistry Instructional Tools and Its Effect on Critical Thinking Skills, Metacognition, and Concept Mastery of Students

Danial, Muhammad; Sawal, Muhammad; Nurlaela, _

doi:10.1088/1742-6596/1028/1/012041

Cited by 4 publications

(4 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition, the results of research from [13], found that the discovery strategy influence students' metacognition skills and conceptual understanding. [1] also found the investigation learning using problembased learning) affects metacognitive awareness of students.…”

Section: B Discussionmentioning

confidence: 93%

“…Problem-solving in the second definition is an important metacognitive activity. Besides, [16] and [1] also stated that investigative learning affects the understanding and mastery of chemical concepts.…”

Section: B Discussionmentioning

confidence: 99%

“…It can be seen from the learning process that has been carried out by the teacher in general and student learning methods in general. [1] has found that chemistry teachers of a senior high school have not implemented an appropriate learning process in facilitating students in developing their critical thinking skills. Students are less actively involved in learning and finding information themselves.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Effect of Buffer Chemisry Learning Strategies Based on Investigation to Critical Thinking Skills, Metacognition, and Mastery of Concepts of Senior High School Students

Danial¹,

Nurlaela²,

Wijaya³

2019

Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018)

Self Cite

View full text Add to dashboard Cite

The study objectives are 1) to explain the effect of learning strategies based on investigation to critical thinking skills, metacognition, and mastery of the concepts at senior high school students; 2) to empower critical thinking skills and metacognition at senior high school students; and 3) to compare the level of the concept mastery of buffer solution chemistry between students who are taught based on the investigation learning and conventional learning. The methods used are preliminary observation, preparation of learning tools, development and verification of learning tools, trial and dissemination, pre-non-test, and implementing of chemistry learning tools based on investigation learning for senior high schools. The subjects of this study were senior high school students in Makassar city and Maros district. Learning tools are used in this study are Planning of Learning Implementation on Investigation Worksheets, a book of the investigation model, and the non-test also test Instruments for the Chemistry subjects of eleven grade of Senior High School. The research used was the pretest-posttest control group design. The results showed that firstly, there is an effect of the chemistry learning strategies based on the investigation to critical thinking skills, metacognition, and the concept mastery of senior high school students. Secondary the critical thinking skills and metacognition of senior high school students are empowered which is characterized by increasing critical thinking skills and metacognition of students after the learning process, and thirdly the level of the concept mastery of buffer solution chemistry of students who are taught by investigation learning is higher than conventional learning.

show abstract

Section: B Discussionmentioning

confidence: 93%

Section: B Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Effect of Buffer Chemisry Learning Strategies Based on Investigation to Critical Thinking Skills, Metacognition, and Mastery of Concepts of Senior High School Students

Danial¹,

Nurlaela²,

Wijaya³

2019

Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018)

Self Cite

View full text Add to dashboard Cite

show abstract

“…Hal tersebut sejalan dengan yang diungkapkan Daryanto (2012), bahwa pembelajaran dengan metode ceramah cenderung bersifat verbalistik dari guru dan bertumpu hanya pada kepentingan pengajar dibanding dengan kebutuhan siswa. Menurut Danial (2018) bahwa pembelajaran dengan metode ceramah menjadi pembelajaran yang kurang efektif dan tidak dapat melatih KBKr siswa, terutama dalam keterampilan mengungkapkan masalah, disebabkan karena siswa tidak terbiasa mengungkapkan masalah dan merasa ragu untuk bertanya. Pembelajaran dengan metode ceramah tidak sejalan dengan proses pembelajaran dengan menuntut adanya interaksi komunikasi aktif antara siswa dengan guru, yaitu terdapat kegiatan belajar siswa dan kegiatan mengajar guru yang berlangsung bersamaan dalam kurun waktu yang sama menurut Arifin (2003), sehingga KBKr dapat dikembangkan dengan baik.…”

Section: Pencapaian Keterampilan Mengungkapkan Masalahunclassified

Pengaruh Metode Discovery-Inquiry Terhadap Profil Keterampilan Berpikir Kritis Siswa Pada Pembelajaran Topik Kelarutan

Frima

2020

JPS Universitas Muhammadiyah Semarang

View full text Add to dashboard Cite

The era of industrial revolution 4.0 contributes major challenges in 21st century of education in obtaining qualified students. Education process lead to the development of student skills and attitudes in addition to the knowledge learning process. Critical thinking skills (KBKr) is one of the 21st century learning skills that students should have and needs to be practiced during learning process in school. One of the learning method to practice KBKr is discovery-inquiry learning method. The purpose of this study is obtain the affect of discovery-inquiry learning method on student’s critical thinking skill achievement in topic of solubility. Method of research is pre-experimental and one-shot case study as the design of method research. Subjects were 41 students at one of the senior high school in Bandung. Instruments of this research are six questions of written test and interview guidelines. Highest achievement at the whole sub indicators is the high ability student’s group. Overall, the student’s critical thinking skill achievement on factors affecting solubility’s learning with discovery-inquiry is good.

show abstract

Assessing students’ prior knowledge on critical thinking skills in the biology classroom: Has it already been good?

Fausan

Susilo

Gofur

et al. 2021

The 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathema

View full text Add to dashboard Cite

Development of Chemistry Instructional Tools and Its Effect on Critical Thinking Skills, Metacognition, and Concept Mastery of Students

Cited by 4 publications

References 1 publication

The Effect of Buffer Chemisry Learning Strategies Based on Investigation to Critical Thinking Skills, Metacognition, and Mastery of Concepts of Senior High School Students

The Effect of Buffer Chemisry Learning Strategies Based on Investigation to Critical Thinking Skills, Metacognition, and Mastery of Concepts of Senior High School Students

Pengaruh Metode Discovery-Inquiry Terhadap Profil Keterampilan Berpikir Kritis Siswa Pada Pembelajaran Topik Kelarutan

Assessing students’ prior knowledge on critical thinking skills in the biology classroom: Has it already been good?

Contact Info

Product

Resources

About