THE EFFECT OF THE LEVEL OF INQUIRY BASED LEARNING TO DEVELOP HIGH SCHOOL STUDENTS- CRITICAL THINKING SKILLS RELATED TO CONCEPTUAL BUFFER
Fahyuddin(a*), Saefuddin(a), Safiudin(b), Anny Aspina(b)
(a) Department of Chemistry Education, Halu Oleo University, Kendari
*fahyuddinm[at]yahoo.com
(b)Provincial Department of Education, Southeast Sulawesi
Abstract
There is a large body of research on the effectiveness of Inquiry based learning over traditional methods. Less has been reported in the science education literature of study that investigated the different levels of inquiry on students- achievement. This study compared between guided and structured-inquiry based learning on the development of high school students- critical thinking skills related to buffer concepts. A quasi-experimental design was used in this study. Students from two schools in Kendari city participated (N = 92, grade 11). Two classes in each school were randomly assigned to either the guided-inquiry or the structured-inquiry based learning. The critical thinking skills test was administered to both groups, prior to the intervention, and than after the intervention. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data collected. The results indicated that the level of guided-inquiry learning caused a significantly better acquisition of critical thinking skills related to buffer concept than the structured-inquiry designed. In addition, students- previous logical thinking skills made a significant contribution to the critical thinking skills related to buffer concepts
Keywords: Guided inquiry; Structured inquiry; Critical thinking skills; Buffer concepts; Logical thinking skills
Topic: Chemistry Education