Implementation of Problem Solving with Concept Map to Improve Critical Thinking Skills and Chemistry Learning Achievement

Abstract

This study aims to improve: (1) student achievement on chemical equilibrium material through the implementation of Problem Solving learning model with concept map, (2) students' critical thinking skills on chemical equilibrium with Problem Solving and concept map. This research is an Action Research which is conducted in two cycles. Each cycle consists of four stages: planning, action, collecting data, and reflection. The subjects of the study were students of X IPA 1 at Senior High School in Karanganyar at 2016/2017 which has been using Curriculum 2013. Data collection research was using test techniques for cognitive domain and critical thinking skills, and non-test questionnaire for affective domain, observation sheet for affective domain. Data analysis was using descriptive analysis. The results showed that the implementation of Problem Solving with concept map can improve learning achievement and students' critical thinking skills. Improvement of learning achievement can be seen from the result of cognitive and affective domains. The percentage of cognitive domains in cycles 1 and 2 are 42.5% and 88.5%. The result of affective domains on cycle 1 is very good 11%, Good 87% and less 2%, on cycle 2 very good 26% and good 74%. For the improvement of students' critical thinking skills in Cycle I, and Cycle II, they are 65% and 84%.

Critical thinking skills profile of high school students in learning chemistry

“…This observation is supported by evidence from other sources more specific to the sciences, which suggest that many introductory science, technology, engineering, and math (STEM) courses do not encourage the development of critical thinking abilities [25]. The teachers have not assessed to the cognitive skill in the level of analyzing, synthesizing and evaluating [26].…”

“…Difficulties Chemistry teacher in the learning process of cognitive assessment on the level of analysis, synthesis and evaluation. Due to the method used by the teacher which has not developed the students' critical thinking skill [26]. Indicators of critical thinking skills deciding most situations requiring problem solving achieving the highest average score.…”