Socio-critical and problem-oriented approach in environmental issues for students' critical thinking skills development in Chemistry learning
This study aims to assess the effectiveness of applying a socio-critical problem-oriented approach in environmental issues to develop students' critical thinking skills in chemistry learning. The qualitative methodology is conducted in which participants critically analyze articles relating to...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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OmniaScience
2022-02-01
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| Series: | Journal of Technology and Science Education |
| Subjects: | |
| Online Access: | http://www.jotse.org/index.php/jotse/article/view/1341 |
| _version_ | 1818285472179290112 |
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| author | Agung Purwanto Yuli Rahmawati Novia Rahmayanti Alin Mardiah Risky Amalia |
| author_facet | Agung Purwanto Yuli Rahmawati Novia Rahmayanti Alin Mardiah Risky Amalia |
| author_sort | Agung Purwanto |
| collection | DOAJ |
| description | This study aims to assess the effectiveness of applying a socio-critical problem-oriented approach in environmental issues to develop students' critical thinking skills in chemistry learning. The qualitative methodology is conducted in which participants critically analyze articles relating to the effect of acids and bases in the environment. Participants are 36 grade 11 chemistry students from a high school in Jakarta, Indonesia. Data are collected by interviews, reflective student journals, teacher notes, observation sheets, worksheets, and critical thinking skills tests based on the five SCIT 1020 critical thinking indicators: problem identification, conceptual understanding, finding relationships between concepts, developing assumptions, and drawing conclusions. The results show an improvement in students’ critical thinking skills, motivation, and involvement in the learning process, providing support for using a socio-critical and problem-oriented approach to science learning. The socio-critical and problem-oriented can be used as an alternative approach to chemistry learning or other subjects that is applicable and contextual in daily life and the environment and can be used to increase student activity in the classroom and critical thinking skills on learning process. |
| first_indexed | 2024-12-13T01:09:14Z |
| format | Article |
| id | doaj.art-7a1c8387563744b6aa8fa621c53170f4 |
| institution | Directory Open Access Journal |
| issn | 2013-6374 |
| language | English |
| last_indexed | 2024-12-13T01:09:14Z |
| publishDate | 2022-02-01 |
| publisher | OmniaScience |
| record_format | Article |
| series | Journal of Technology and Science Education |
| spelling | doaj.art-7a1c8387563744b6aa8fa621c53170f42022-12-22T00:04:30ZengOmniaScienceJournal of Technology and Science Education2013-63742022-02-01121506710.3926/jotse.1341284Socio-critical and problem-oriented approach in environmental issues for students' critical thinking skills development in Chemistry learningAgung Purwanto0Yuli Rahmawati1Novia Rahmayanti2Alin Mardiah3Risky Amalia4Universitas Negeri JakartaUniversitas Negeri JakartaUniversitas Negeri JakartaUniversitas Negeri JakartaUniversitas Negeri JakartaThis study aims to assess the effectiveness of applying a socio-critical problem-oriented approach in environmental issues to develop students' critical thinking skills in chemistry learning. The qualitative methodology is conducted in which participants critically analyze articles relating to the effect of acids and bases in the environment. Participants are 36 grade 11 chemistry students from a high school in Jakarta, Indonesia. Data are collected by interviews, reflective student journals, teacher notes, observation sheets, worksheets, and critical thinking skills tests based on the five SCIT 1020 critical thinking indicators: problem identification, conceptual understanding, finding relationships between concepts, developing assumptions, and drawing conclusions. The results show an improvement in students’ critical thinking skills, motivation, and involvement in the learning process, providing support for using a socio-critical and problem-oriented approach to science learning. The socio-critical and problem-oriented can be used as an alternative approach to chemistry learning or other subjects that is applicable and contextual in daily life and the environment and can be used to increase student activity in the classroom and critical thinking skills on learning process.http://www.jotse.org/index.php/jotse/article/view/1341socio-critical, problem-oriented, critical thinking skills, acid-base |
| spellingShingle | Agung Purwanto Yuli Rahmawati Novia Rahmayanti Alin Mardiah Risky Amalia Socio-critical and problem-oriented approach in environmental issues for students' critical thinking skills development in Chemistry learning Journal of Technology and Science Education socio-critical, problem-oriented, critical thinking skills, acid-base |
| title | Socio-critical and problem-oriented approach in environmental issues for students' critical thinking skills development in Chemistry learning |
| title_full | Socio-critical and problem-oriented approach in environmental issues for students' critical thinking skills development in Chemistry learning |
| title_fullStr | Socio-critical and problem-oriented approach in environmental issues for students' critical thinking skills development in Chemistry learning |
| title_full_unstemmed | Socio-critical and problem-oriented approach in environmental issues for students' critical thinking skills development in Chemistry learning |
| title_short | Socio-critical and problem-oriented approach in environmental issues for students' critical thinking skills development in Chemistry learning |
| title_sort | socio critical and problem oriented approach in environmental issues for students critical thinking skills development in chemistry learning |
| topic | socio-critical, problem-oriented, critical thinking skills, acid-base |
| url | http://www.jotse.org/index.php/jotse/article/view/1341 |
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