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All Journal Journal of Research in Mathematics, Science, and Technology Education Journal of Research in Environmental and Science Education
Setyowati, Suci Puji
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Efforts to Improve Critical Thinking Through the Discovery Learning Model on Benzene Material at De Britto College Senior High School Setyowati, Suci Puji
Journal of Research in Mathematics, Science, and Technology Education Vol. 3 No. 1 (2026): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v3i1.56

Abstract

Critical thinking is one of the essential 21st-century skills that must be fostered in chemistry learning. However, observations indicate that students still struggle to connect the concept of benzene with a deep understanding, resulting in suboptimal development of critical thinking skills. This best practice aims to describe the implementation of the discovery learning model in enhancing the critical thinking skills of twelfth-grade MIPA 2 students at Kolese De Britto Senior High School, Yogyakarta, on the topic of benzene. The study was conducted with 29 male students aged 17–18 years. The discovery learning model was implemented through six instructional stages: stimulation, problem identification, data collection, data processing, verification, and generalization. The research instruments consisted of (1) a critical thinking test covering interpretation, analysis, evaluation, and inference with five essay questions; (2) a student activity observation sheet with ten engagement criteria; (3) open-ended interviews with six guiding questions to explore learning experiences; and (4) documentation in the form of field notes and students’ group work. Instrument validity was established through expert judgment, while the reliability of the test was analyzed using Cronbach’s Alpha coefficient of 0.82 (high category). The results revealed a significant improvement in students’ critical thinking skills. The average test score increased from 58.3 (pre-implementation) to 74.6 (initial cycle), and further to 86.2 (final practice). The N-gain analysis yielded 0.67, categorized as medium-to-high. Observations also indicated enhanced student participation in discussions, the ability to pose questions, and independent conclusion-making. In conclusion, this best practice demonstrates that the discovery learning model is effective in improving students’ critical thinking skills in learning benzene. The limitation of this study lies in the relatively small number of participants and the restricted context of a single school. Therefore, further research with a larger population and different chemistry topics is recommended to strengthen the generalizability of the findings.
Efforts to Improve Grade 12 Students’ Learning Outcomes on the Topic of Electrolysis Through the Problem-Based Learning Model Setyowati, Suci Puji
Journal of Research in Environmental and Science Education Vol. 3 No. 1 (2026): Journal of Research in Environmental and Science Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrese.v3i1.55

Abstract

This study investigates the implementation of Problem-Based Learning (PBL) to improve the chemistry learning outcomes of 12th-grade students on the topic of electrolysis. Chemistry learning often presents difficulties because many concepts are abstract, especially those involving microscopic processes such as ion movement and redox reactions. Preliminary observations revealed that more than 40% of students in class XII MIPA-1 at SMA Kolese De Britto had not yet reached the Minimum Completion Criteria (KKM = 80) on the topic of electrochemistry, with an average score of 70.57. To address this issue, PBL was applied as it emphasizes contextual problem-solving, student engagement, and the development of 21st-century skills. This research used a Classroom Action Research (CAR) design conducted in two cycles, each including planning, implementation, observation, and reflection. The participants were 30 male students aged 17–18. The instruments consisted of: (1) a learning achievement test with 10 essay items developed according to basic competencies and scored with a rubric, (2) an observation sheet with 10 indicators of participation, collaboration, and discipline, (3) a Likert-scale questionnaire with 20 statements to assess motivation, perception, and problem-solving skills, and (4) documentation of learning activities through photos, field notes, and student products. Data were analyzed both quantitatively (mean scores, mastery percentages) and qualitatively (observations, questionnaires, reflections). The results showed a significant increase in student achievement. The average score rose from 70.57 (33.33% mastery) in the pretest to 79.57 (63.33% mastery) after Cycle I, and 85.16 (80% mastery) after Cycle II. Questionnaire results also indicated improved motivation and collaboration, from 85.07% in Cycle I to 89.59% in Cycle II. Observations confirmed more balanced participation and greater problem-solving engagement. Overall, this study concludes that PBL is effective for improving understanding of electrolysis while fostering critical thinking, collaboration, communication, and creativity. The findings highlight that contextual problem-solving and guided discussions are crucial for bridging abstract chemistry concepts with real-world applications, making PBL a powerful approach for chemistry education.
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