Cover Image

The Effect of Implementation of Inquiry-based Learning with Socio-scientific Issues on Students' Higher-Order Thinking Skills

Sitti Nurul Qamariyah, Sri Rahayu, Fauziatul Fajaroh, Naif Mastoor Alsulami

Abstract


This study investigates the effect of inquiry-based learning with socio-scientific issues on students' higher-order thinking skills in the first year based on chemistry topics. This study used a quasi-experiment design as a method. A sample of 96 students in three classes was selected and was divided into two groups. An experimental group used two classes (68 students) that received the instruction by inquiry-based learning with socio-scientific issues, while the control group (28 students) received instruction using verification learning. The data were collected using pretest and post-test. The results were analyzed using SPSS 16.0 for windows software by employing ANOVA and effect size. This study showed that the experimental groups have a higher score in Higher Order Thinking Skills than the control group students, and there was a significant difference between the experimental groups and the control group with a large effect size. Thus, this study concluded that inquiry-based learning with socio-scientific issues helps conduct the classroom's learning strategies to improve students' higher-order thinking skills.


Full Text:

DOWNLOAD PDF

References


Aksela, M. (2005). Supporting Meaningful Chemistry Learning and Higher-Order Thinking through Computer-Assisted Inquiry : A Design Research Approach. Helsinki: University of Halsinky.

Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing. Boston: MA: Allyn and Bacon.

Arikunto, S. (2014). Prosedur Penelitian Suatu Pendekatan Praktik (Research Procedure A Practical Approach). Jakarta: Rineka Cipta.

Bahrick, H. P., & Hall, L. K. (1991). Lifetime Maintenance of High School Mathematics Content. Journal of Experimental Psychology: General, 20-33.

Becker, L. A. (2000). Effect Size ( ES ). Universitat de València’. https://www.uv.es/~friasnav/EffectSizeBecker.pdf

Brookhart, S. M. (2010). How to Asses Higher Order Thinking Skills in Your Classroom. USA: ACSD.

Cahyarini, A., Rahayu, S., & Yahmin. (2016). The Effect of 5E Learning Cycle Instructional Model Using Socioscientific Issues (SSI) Learning Context on Students' Critical Thinking. Jurnal Pendidikan IPA Indonesia, 222-229.

Cardellini, L. (2012). Chemistry: Why the Subject is Difficult? / Química: ¿Por Qué la Disciplina es Difícil? Educación Química, 305-310.

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson Education, Inc.

Eastwood, J. L., Sadler, T. D., Zeidler, D. L., Lewis, A., Amiri, L., & Applebaum, S. (2012). International Journal of Science Contextualizing Nature of Science Instruction in Socioscientific Issues. International Journal of Science Education Vol. 34, 2289–2315.

Fisher, D., & Frey, N. (2007). Checking for Understanding: Formative Assessment Technique for Your Classroom. Alexandria: ACSD.

Graber, W., Neumann, A., Erdmann, T., & Schlieker, V. (2006). ParIS: A Partnership Between Industry and School. In P. Nentwig, & D. Waddington, Making It Relevant: Context Based Learning of Science (pp. 249-272). New York: Waxman Munster.

Hendryarto, J., & Amaria. (2013). Penerapan Model Pembelajaran Inkuiri untuk Melatih Kemampuan Berpikir Tingkat Tinggi Siswa pada Materi Pokok Laju Reaksi [Application of Inquiry Learning Model to Train Students' High-Order Thinking Skills in Reaction Rate Topics]. Journal of Chemical Education, 151-158.

Imaduddin, M., & Khafidin, Z. (2018). Ayo Belajar IPA dari Ulama : Pembelajaran Berbasis Socio-scientific Issues di Abad ke-21 (Let's Learn Science from Ulama: Learning Based on Socio-scientific Issues in the 21st Century). Thabiea: Journal of Nature Science Teaching, 102-120.

Indriyana, B. S., & Kuswandono, P. (2019). Developing Students' Higher Order Thinking Skills (HOTS) in Reading: English Teachers' Strategies in Selected Junior High Schools. JET (Journal of English Teaching), 2014-216.

Kaltakci, D., & Oktay, O. (2011). A Guided-Inquiry Laboratory Experiment to Reveal Students' Comprehension of Friction Concept: A Qualitative Study. Balkan Physics Letters. Ankara: Bogazici University Press., 180-190.

Kitchener, K. S., & King, P. M. (1981). Reflective Judgment: Concepts of Justification and Their Relationship to Age and Education. Journal of Applied Developmental Psychology, 89-116.

Kristiana, T., Afandi, & Wahyuni, E. S. (2019). Potensi Socioscientific Issues dalam Memberdayakan Kemampuan Berpikir Kritis Siswa (Potential of Socioscientific Issues in Empowering Students' Critical Thinking Skills). Prosiding Seminar Nasional FKIP 2019 "Optimalisasi Kualitas Pembelajaran Abad 21 di Era Revolusi Industri 4.0 dalam Menghasilkan Pendidikan yang Profesional" (pp. 260-266). Pontianak: Universitas Tanjungpura.

Madhuri, G. V., Kantamreddi, V. S., & Goteti, L. N. (2012). Promoting Higher Order Thinking Skills Using Inquiry-Based Learning. European Journal of Engineering Education, 117-123.

Magsino, R. M. (2014). Enhancing Higher Order Thinking Skills in a Marine Biology Class through Problem-Based Learning. Asia Pasific Journal Multidisciplinary Research, 1-6.

Mahanani, I., Rahayu, S., & Fajaroh, F. (2020). The Effect of Inquiry Based Learning with Socioscientific Issues Context on Critical Thinking Skills and Scientific Explanation. Jurnal Kependidikan: Penelitian Inovasi Pembelajaran, 53-68.

Malik, A., Ertikanto, C., & Suyatna, A. (2015). Deskripsi Kebutuhan HOTS Assessment pada Pembelajaran Fisika dengan Metode Inkuiri Terbimbing (Description of HOTS Assessment Needs in Physics Learning with Guided Inquiry Method). Prosiding Seminar Nasional Fisika SNF 2015, (pp. 1-4).

Middlecamp, C. H., Keller, S. W., Anderson, K. L., Bentley, A. K., Cann, M. C., & Ellis, J. P. (2012). Chemistry in Context: Applying Chemistry to Society. New York: McGraw-Hill.

Nurohman, S., Wibowo, W. S., & Widhi H, P. (2013). Model Integrated Science Berbasis Socio Scientific Issues untuk Mengembangkan Thinking Skills dalam Mewujudkan 21st Century Skills (Integrated Science Model Based on Socio Scientific Issues to Develop Thinking Skills in Realizing 21st Century Skills). Jurnal Pendidikan Matematika dan Sains Tahun I, No. 2, 158-164.

Paraskeva-Hadjichambi, D., Hadjichambis, A. C., & Korfiatis, K. (2015). How Students' Values are Intertwined with Decisions in a Socio-scientific Issue. International Journal of Environmental & Science Education, 493-513.

Pratiwi, Y. N., Rahayu, S., & Fauziatul, F. (2016). Socioscientific Issues (SSI) in Reaction Rates Topic and Its Effect on The Critical Thinking Skills of High School Students. Jurnal Pendidikan IPA Indonesia, 164-170.

Rahayu, S. (2016). Mengembangkan Keterampilan Tingkat Tinggi Siswa Melalui Pembelajaran Kimia Berkonteks Socioscientific Issues (SSI) dan Nature of Science (NOS) [Developing Students' High-Order Thinking Skills Through Chemistry Learning in the Context of SSI and NOS]. Seminar Nasional Kimia dan Pembelajarannya, (pp. 11-19).

Ratcliffe, M., & Grace, M. (2003). Science Education for Citizenship: Teaching Socio-Scientific Issues. United Kingdom: McGraw-Hill Education (UK).

Sadker, M., & Sadker, D. (2013). Questioning Skills. In J. M. Cooper, Classroom Teaching Skills (pp. 121-168). USA: Wadsworth.

Sadler, T. D. (2004). Informal Reasoning Regarding Socio-scientific Issues : A Critical Review of Research. Journal of Research in Science Teaching, 513-536.

Sadler, T. D. (2009). Situated Learning in Science Education: Socio-scientific Issues as Contexts for Practice. Studies in Science Education, 1-42.

Sadler, T. D., & Murakami, C. D. (2014). Socio ‐ scientific Issues Based Teaching and Learning : Hydrofracturing as An Illustrative Context of a Framework for Implementation and Research. Revista Brasileira de Pesquisa em Educação em Ciências, 331-342.

Sadler, T. D., & Zeidler, D. L. (2004). The Morality of Socio-scientific Issues: Construal and Resolution of Genetic Engineer Dilemmas. Science Education, 88(1), 4-27.

Shidiq, A. S., Masykuri, M., & Susanti, E. (2015). Analisis Higher Order Thinking Skills (HOTS) Menggunakan Instrumen Two-Tier Multiple Choice pada Materi Kelarutan dan Hasil Kali Kelarutan untuk Siswa Kelas XI SMAN 1 Surakarta (Analysis of Higher Order Thinking Skills (HOTS) Using Two-Tier Multiple Choice Instruments on Solubility Topics for 2nd Grade Senior High School 1 Surakarta Students). Seminar Nasional Pendidikan Sains “Pengembangan Model dan Perangkat Pembelajaran", (pp. 159-166). Surakarta.

Sismawarni, W. U., Usman, Hamid, N., & Kusumaningtyas, P. (2020). Pengaruh Penggunaan Isu Sosiosaintifik dalam Model Pembelajaran Berbasis Masalah Terhadap Keterampilan Berpikir Tingkat Tinggi Siswa (The Effect of Using Socioscientific Issues in Problem Based Learning Models on Students' High Order Thinking Skills). Jambura Journal of Educational Chemistry, 10-17.

Slavin, R. E. (2019). Psikologi Pendidikan Teori dan Praktik (Educational Psychology Theory and Practice). Jakarta: PT Indeks.

Subiantoro, A. W. (2017). Pembelajaran Biologi Berbasis Socio-scientific Issues ( SSI ) untuk Mengasah Keterampilan Berpikir Tingkat Tinggi (Biology Learning Based on Socio-scientific Issues (SSI) to Train Higher-Order Thinking Skills). Seminar Nasional Pendidikan Biologi.

Tsaparlis, G. (2020). Higher and Lower-Order Thinking Skills: The Case of Chemistry Revisited. Journal of Baltic Science Education, 467-483.

Yatim, E. M. (2007). Dampak dan Pengendalian Hujan Asam (Impact and Control of Acid Rain). Jurnal Kesehatan Masyarakat, 146-151.

Zeidler, D. L., & Nichols, B. (2009). Socio-scientific Issues : Theory and Practice. Journal of Elementary Science Education, 49-58.

Zeidler, D. L., Sadler, T. D., Applebaum, S., & Callahan, B. E. (2009). Advancing Reflective Judgment through Socio-scientific Issues. Journal of Research in Science Teaching, 74-101




DOI: https://doi.org/10.17509/jsl.v4i3.30863

Refbacks

  • There are currently no refbacks.




Copyright (c) 2021 Sitti Nurul Qamariyah, Sri Rahayu, Fauziatul Fajaroh, Naif Mastoor Alsulami

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Published by Universitas Pendidikan Indonesia
in collaboration with the Indonesian Society of Science Educators
2021