THE EFFECT OF CHEMISTRY LEARNING BASED ON ANALOGY ON HIGHER ORDER THINKING SKILLS OF SENIOR HIGH SCHOOL STUDENTS IN EQUILIBRIUM CONCEPTS

Rr. Riskiani Yustika Rahayu, Hari Sutrisno

Abstract


The objective of the research is to investigate the difference on Higher Order Thinking Skills (HOTS) between the application of the chemistry learning based on analogy and without analogy. The type of the research was used to the quasi-experimental, while the design of research was non-equivalent control group design with posttest only. The sample in this study was students of class XI IPA (Natural Science) which consisted of two groups. The experimental group (34 students) was taught with chemistry learning based on analogy and the control group (32 students) was taught with chemistry learning without analogy. Nine analogies were used in experimental group. The instrument test consisting of 8 essay questions was applied to both groups. The data from both groups was compared with the independent sample t-test. The results of the research show that there is a significance differences between the experimental group and the control group. Students in the experimental group much better in HOTS than the control group. In conclusion, the chemistry learning based on analogy has positive impact on students’ HOTS.

 

Article visualizations:

Hit counter

DOI

Keywords


analogy, higher order thinking skills, equilibrium concepts

Full Text:

PDF

References


Akani, O. 2017. Identification of the areas of students’ difficulties in chemistry curriculum at the secondary school level. International Journal of Emerging Trends in Science and Technology, 04(04), 5071-5077. doi:10.18535/ijetst/ v4i4.04.

Anderson, L.W., & Krathwohl, D.R. 2001. A taxonomy for learning, teaching, and assessing; a revision of bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman.

Balisteri, S., Giacomo, F.T.D., Noisette, I., & Ptak, T. 2012. Global education: connections, concepts, and careers. New York: College Board.

Boone, W.J., Staver, J.R., & Yale, M.S. 2014. Rasch Analysis in the Human Sciences. Dordrecht: Springer.

Brookhart, S.M. 2010. How to assess higher –order thinking skills in your classroom. USA: Alexandria Virginia.

Carter, C.S., & Brickhouse, N.W. 1989. What makes chemistry difficult? Alternate perceptions. Journal of Chemical Education, 66(3), 223-225. doi: 10.1021/ed066p223.

Demircioglu, G., Demircioglu, H., & Yadigaroglu, M 2013. An investigation of chemistry teachers’ understanding of chemical equilibrium. International Journal on New Trends in Education and Their Implications, 4(2), 192-199. http://ijonte.org/FileUpload/ks63207/File/19.demircioglu.pdf. Accessed 23 March 2018.

Didis, N. 2015. The analysis of analogy use in the teaching of introductory quantum theory. Chemistry Education Research and Practice, 16(2), 335-376. doi: 10.1039/c5rp00011d.

Ebbing, D.D., & Gammon, S.D. 2007. General chemistry. New York: Charles Hartford.

Effendy, M. 2018, April 14. By Swaragita, Indonesia exams too hard, students want to die. The Jakarta Post. Accessed 04 June 2018.

Eskandar, F.A., Bayrami, M., Vahedic, S., & Ansar, V.A.A. 2013. The effect of instructional analogies in interaction with logical thinking ability on achievement and attitude toward chemistry. Chemistry Education Research and Practice, 14(4), 566-575. doi: 10.1039/c3rp00036b.

Harrison, A.G., & Coll, R.K. 2008. Using analogies in middle and secondary science classrooms. California: Corwin Press.

Heong, Y.M., Widad, Jailani, Kiong, T.T., Razali, & Mimi. 2011. The level of Marzano higher order thinking skills among technical education students. International Journal of Social Science and Humanity, 1(2), 121-125. http://ijssh.org/papers/20-H009.pdf. Accessed 23 March 2018.

Johnstone, A.H. 1993. The development of chemistry teaching. Symposium on Revolution and Evolution in Chemical Education, 70(9), 701-705. doi: 10.1021/ed070p701.

Johnstone, A.H. 2000. Teaching of chemistry-logical or psychological?. Chemistry Education: Research and Practice in Europe, 1(1), 9-15. http://www.chem.uoi.gr/cerp/2000_January /pdf/056johnstonef.pdf. Accessed 25 March 2018.

McGregor, D. 2007. Developing thinking developing learning a guide to thinking skills in education. New York: Open University Press.

Mustu, O.E., & Ozkan, E.B. 2017. The use of analogy for the determination of pre-service science teachers’ cognitive structures about the concept of atom, European Journal of Education Studies, 3(10), 583-594. doi: 10.5281/zenodo.1038992.

Naseriazar, A., Ozmen, H., & Badrian, A. 2011. Effectiveness of analogies on students’ understanding of chemical equilibrium, Western Anatolia Journal of Educational Science, 525-534. http://webb.deu.edu.tr/baed/giris/baed/ozel_sayi/525-534.pdf. Accessed 5 May 2018.

Newby, T.J., & Stepich, D.A. 1987. Learning abstract concepts: The use of analogies as a mediational strategy. Journal of Instructional Development, 10(2), 20-26. doi: 10.1007/BF02905788

Orgill, M., & Bodner, G. 2004. What research tells us about using analogies to teach chemistry. Chemistry Education: Research and Practice, 5(1), 15-32. doi: 10.1039/B3RP90028B.

Orvis, J., Sturges, D., Rhodes, S., White, K.J., Maurer, T.W., & Landge, S.M. 2016. A mailman analogy: retaining student learning gains in alkane nomenclature. Journal of Chemical Education, 93(5), 879-885. doi: 10.1021/acs.jchemed.5b00551.

Ozmen, H. 2008. Determination of students’ alternative conceptions about chemical equilibrium: a review of research and the case of Turkey. Chemistry Education Research and Practice, 9(3), 225-233. doi: 10.1039/b812411f.

Paiva, J.C., & Gil, V.M.S. 2008. Disciplina de didactica da quimica [Analogies in chemical equilibrium]. Faculdade De Chencias Univesidade Do Porto. 1-19. Retrieved from http://www.fc.up.pt/pessoas/jpaiva/2008/didqui1/6/5/5C/ analogies.pdf. Accessed 26 June 2018.

Pallant, J. 2007. SPSS survival manual. Australia: Open University Press

Razali, N.M., & Wah. Y.B. 2011. Power comparisons of Shapiro-Wilk, Kolmogorov-Smirnov, Liliefors and Anderson-Darling tests. Journal of Statistical Modeling and Analytics, 2(1), 21-33. Retrieved from https://www.nrc.gov/docs/ML1714/ML17143A100.pdf. Accessed 18 June 2018.

Shahani, V.M., & Jenkinson, J. 2016. The efficacy of interactive analogical models in the instruction of bond energy curves in undergraduate chemistry. Chemistry Education Research and Practice, 17(2). doi: 10.1039/C5RP00194C.

Suparson, S., & Promarak, V. 2015. Implementation of 5E inquiry incorporated with analogy learning approach to enhance conceptual understanding of chemical reaction rate for grade 11 student. Chemistry Education Research and Practice, 16(1), 121-132. doi: 10.1039/c4rp00190.

Vorapongsathorn, T., Taejaroenkul, S., & Viwatwongkasem, C. (2004). A comparison of type I error and power of Bartlett’s test, Levene test and Cochran’s test under violation of assumptions. Songklanakarin Journal Science and Technology, 26(4), 537-547. http://rdo.psu.ac.th/sjstweb/journal/26-4/11-error-of-assumption.pdf. Accessed 18 June 2018.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.2361

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Rr. Riskiani Yustika Rahayu, Hari Sutrisno

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

Copyright © 2015-2022. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).