Syntax Literate: Jurnal Ilmiah Indonesia p�ISSN:
2541-0849 e-ISSN: 2548-1398
Vol. 7, No. 9, September
2022
ANALYSIS OF
STUDENTS NEEDS FOR CHEMISTRY MODULE BASED ON GUIDED DISCOVERY TO IMPROVE
CRITICAL THINKING ABILITY AND SCIENCE PROCESS SKILLS
Jekson
Obianto Babys, Ashadi, Sulistyo Saputro, Suryadi Budi Utomo
Postgraduate Programme of Chemistry Education, Faculty of Teacher
Training and Education, Sebelas Maret
University, Indonesia
Email: [email protected], [email protected],
[email protected], [email protected]
Abstract
This research aims to find out students
'needs for chemistry modules based on guided discovery for thermochemical
material to improve students' critical thinking skills and science process
skills. Ninety students from three Senior High School in Surakarta participated
in this research. The research
method used is qualitative. Sources of data obtained from open questionnaires
and interviews. The results of the analysis show that 90% of students state
that there is a need for chemistry modules based on guided discovery for
thermochemical material because the guided discovery stage can guide them to
learn systematically so that what is learned is easier to understand, students
stated that the chemistry module based guided discovery can help them think
more critically and improve their science process skills. Learning activities
with the guided discovery learning model will run well if supported by
appropriate modules.
Keywords:� learning module, guided discovery, critical thinking skills, science
process skills
Introduction
21st-century learning requires educators and
students to be more independent in learning and develop according to the times.
In 21st century learning, students are required to have 21st-century skills.
21st-century learning requires students to be more active and independent in
the teaching and learning process, while the teacher acts as a facilitator who
will guide students during the learning process. 21st-century learning requires
students to have skills in problem-solving, critical thinking, collaboration,
communication, and creativity [1]. One of the competencies in 21st-century
learning is critical thinking.
Critical thinking is the ability to analyze
and evaluate information, by collecting important questions and problems,
formulating clearly, gathering and assessing relevant information, using
abstract ideas, thinking openly, and communicating effectively with others [2].
According to Sezer in Malmir
& Shoorcheh [3], critical thinking is a process
of intellectual discipline that is active and skilled in conceptualizing,
applying, analyzing, synthesizing, and evaluating information
collected/generated through observation, experience, reasoning, or
communication as a guide for belief and doing an action. �Baron and Stemberg [4] state that critical
thinking is a thought that is focused on deciding what to believe to do. This
definition is a combination of five basic things in critical thinking, namely
practical, reflective, reasonable, belief, and action. A similar opinion was
also expressed by Ennis [5] which defines critical thinking as a process of
using the ability to think rationally and reflectively to make decisions about
what to believe or do. The important thing about critical thinking according to
Ennis [6], namely critical thinking is focused on the notion of something that
is done with full awareness and leads to a goal. Where one of the main and very
important goals is to help someone make the right and best decisions in his
life. Critical thinking can be done by identifying questions, formulating
hypotheses, collecting relevant data, testing and evaluating hypotheses
logically, and concluding based on results [7].
In addition to critical thinking skills, one
of the skills students must have in learning is science process skills. Science
process skills are abilities used to create knowledge, reflect on problems, and
formulate results [8]. Wolfinger [9] states that
process skills are techniques used by scientists to obtain information. Whyne [10] states that process skills are a procedure used
to find and process information. Beyer [11] states that process skills can be
used as a tool or tools to understand the material. Cain and Evans [12] state
that learning success is determined by the development of science process
skills. Science process skills are divided into two groups: basic science
process skills and integrated science process skills. Chiappetta and Koballa classify scientific skills as basic science process
skills (observing, measuring, inferring, classifying, predicting,
communication) and integrated science process skills (controlling variables,
hypothesizing, designing experiments, and interpreting data [13].
Efforts to develop students' 21st-century
skills in chemistry learning can be done by applying the 2013 Curriculum [14].
The characteristics of learning in the 2013 curriculum are a scientific
approach that is characterized by the development of abilities and skills in
observing, asking, trying, reasoning, and communicating. One of the recommended
scientific approach-based learning models is the guided discovery learning
model [15]. Westwood [16] states that the advantage of the guided discovery
learning model is that students are actively involved in the learning process
and can be more intrinsically motivated, the activities used in the discovery
process are often more meaningful than practice-based learning and textbooks,
students acquire inquiry skills. and reflective that can be generalized to
other contexts, this approach builds on students' previous knowledge and
experience and enhances collaboration between students. The application of
guided discovery learning can improve students' chemistry learning outcomes [17].
One of the materials in chemistry that is
considered difficult and abstract is thermochemistry [18] because it requires
several concepts such as chemical reaction equations, stoichiometry, and
hydrocarbons. The results of the study prove that the guided discovery learning
model is more effective when compared to conventional learning models to
improve student achievement in chemistry learning [19]. Scriven and Paul [20] explain
that critical thinking is important to develop because it can improve the
quality of thinking for an individual to be skilled at analyzing, assessing,
and reconstructing what he thinks about solving problems.
Based on the explanation above, guided
discovery can be applied to improve students' critical thinking skills and
science process skills. The application of guided discovery in chemistry
learning can be carried out well if it is supported by the competence of
educators and the availability of teaching materials or modules. Through
modules, teachers will find it easier to carry out learning, and students will
be more assisted in learning. Module development is suitable as alternative
teaching material to measure students' abilities through constructivist
learning strategies [21]. Based on the explanation above, this study aims to
make an initial analysis of student needs and the guided discovery-based
thermochemical module.
Method
This research uses a descriptive qualitative
method. The purpose of this study was to determine students' needs for the
guided discovery-based chemistry module. The sample in this study was 90
students of class XI from three high schools in the city of Surakarta,
Indonesia. Schools are selected based on several criteria. First, schools must
be public high schools because they use the same curriculum. Second, schools
were selected based on the level of achievement of the National Examination
results to obtain sample heterogeneity. School A is the high group, School B is
the medium group, and School C is the low group.
Data collection using non-test methods using
open questionnaires and interviews. The questionnaire was used to determine the
conditions of learning and textbooks used by students, while the interview was
used to find out information on how students' learning activities had been in
class, student constraints in understanding the subject matter, and to
determine student needs. The statements in the questionnaire relate to the ability
of textbooks used to improve students' critical thinking skills and students'
science process skills, the guided discovery component in the textbooks used,
and the types of teaching materials that are expected to help improve students'
critical thinking skills and science process skills in learning. The results of
the questionnaire were presented in the form of a percentage of students who
answered yes and no to each statement in the questionnaire, then the answers
from students were analyzed to determine students' needs for the guided
discovery-based chemistry module.
Results and discussion
The questionnaire given to
students aims to see students' needs for the guided discovery-based chemistry
module. The questionnaire given is an open questionnaire containing 21
questions that have been developed from several aspects as presented in table
1.
|
Table 1 Aspects that are asked in the questionnaire |
|
Textbooks used by students |
|
Limitations of textbooks used |
|
The ability of textbooks to improve students' critical thinking |
|
The guided discovery component in the textbook is used |
|
Learning using the guided discovery module |
|
The guided discovery module's ability to improve critical
thinking |
|
The ability of the guided discovery module to improve science
process skills |
|
Practicum activities in modules |
Based on the data obtained from the results
of the questionnaire given to students, it is known that 100% of students
during learning use chemistry textbooks, from the results of the questionnaires
given it is known that chemistry textbooks are used by students as a guide for
learning. As many as 47.77% of students stated that they have handbooks in the
form of Student Worksheets and books lent by schools. Other handbooks are used
by students as additional learning resources that facilitate students in understanding
the material and serve as guidelines for students when learning. The books used
by students have deficiencies, based on the results of the questionnaire it is
known that 86.66% stated that the deficiencies in the books they use include
the books used by the explanation technique which are still difficult to
understand, so students must use more than one book or seek explanations other
learning resources. In addition, the books that students use when studying have
not fully led them to think critically, this is in accordance with the results
of the questionnaire obtained, where according to students the books they use
only lead to critical thinking during question and practicum exercises.
As many as 78.88% of students experienced
learning difficulties when using the chemistry handling books
they used today because the explanations were still not able to be understood
by themselves when they studied. Students stated that the chemistry textbooks
they used had not fully trained them in identifying problems, facts, or events
and trained them to explore knowledge, collect data, process data, formulate
hypotheses, prove hypotheses, analyze information or data. This is because
there are practice questions or questions during the practicum that require
them to find information outside the handbook. Students expect a complete
textbook so that it is easier for them to do practice questions and practicum.
Students are able to make conclusions based
on theory because when doing practice questions or practicum students are
always asked to make conclusions. These results indicate that what students
often do is to make conclusions based on theory but not maximally able to
process data, formulate hypotheses, prove hypotheses, analyze data or
information. The existence of a module that includes these stages can train
students' critical thinking skills and science process skills.
Based on the results of the questionnaire,
90% of students stated that learning using modules will be easier if they use a
chemistry module that guides you to understand the material gradually. The
module which includes the guided discovery stage can guide students to
understand the material gradually and train students' critical thinking skills
and science process skills. This is because students will find out for
themselves in concept discovery during learning. The module will further
empower students' critical thinking skills and science process skills if the
module is equipped with a practicum in the laboratory because students will be
more active and experience directly during practicum to help students remember
the material longer. The guided discovery module, which is equipped with
practicum, can help students' difficulties and can support the deficiencies of
learning carried out in class on chemical materials such as thermochemistry
because some concepts in thermochemistry will be easier for students to
understand with a practicum in the laboratory.
The data obtained from filling out the
questionnaire was strengthened by the results of interviews with several
students. A total of 18 students were randomly selected from the three schools
above for interviews. Based on the results of the interviews, 83% of students
had difficulty understanding thermochemistry because in the learning activities
they only listened, took notes, and did the exercises. Students are not guided
to develop concepts through learning activities. learning activities are more
teacher-centered. Students listen to explanations of the material and are
occasionally asked to express their opinions or arguments. Activities that
involve student activities such as practicing are also very rarely done. In one
semester, on average students only do practical activities once or twice.
To improve students' critical thinking skills
and science process skills, innovation in learning activities is needed, one of
which can be done by applying the learning model suggested in the 2013
Curriculum, for example, the guided discovery learning model. By applying the
guided discovery learning model it is expected that student-centered learning
activities, where the teacher acts as a guide and becomes a facilitator in
learning activities, not dominating. The application of the guided discovery
learning model in the classroom will be more optimal if there are teaching
materials or modules that are in accordance with the guided discovery learning
syntax so that it can support students' critical thinking abilities and science
process skills.
Conclusion
Textbooks that have been used by students in
learning activities have not been maximized in improving students' critical
thinking skills and science process skills. It is necessary to develop teaching
materials in the form of modules. The module will have a more positive
influence on student understanding if it is equipped with practicum activities
in the learning process. The guided discovery-based module is expected to be
able to train students' critical thinking skills and science process skills
because the concept of material is not directly conveyed to students, but in
the learning process students find it independently gradually. The results of
the analysis show that 90% of students state that there is a need for a guided
discovery-based thermochemical module because the guided discovery stage can
guide them to learn systematically and discover the concepts that are being
studied. The development of a guided discovery-based chemistry module is one
way to make students learn chemistry better. This guided discovery-based module
is expected to improve students' critical thinking skills and science process
skills.
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Copyright holder: Jekson Obianto Babys, Ashadi, Sulistyo Saputro, Suryadi Budi Utomo (2022) |
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