POGIL-Based Learning Tools to Improve Critical Thinking Skills and Self-Efficacy on Salt Hydrolysis Material

Dita Lestari Evriza (Chemistry Education Master Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Jl. Colombo Yogyakarta No.1, Sleman, 55281)
A. K. Prodjosantoso (Chemistry Education Master Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Jl. Colombo Yogyakarta No.1, Sleman, 55281)

Jurnal Tadris Kimiya
Vol 8, No 2 (2023)

To carry out a learning process that can improve students' skills, appropriate chemistry learning tools are needed. This research aims to determine the characteristics and feasibility of POGIL-based learning tools, analyzing students' critical thinking abilities and self-efficacy before and after using POGIL-based learning tools. The research method used 4-D development model (Define, Design, Develop, and Disseminate). The subjects were 11th grade science student. Design were used pretest-posttest control group design. Learning tools developed are valid with a percentage of 93.7% in the construction aspect, 90% in the content aspect, and 100% in the language aspect. There was an increase in students' critical thinking skills and self-efficacy after using POGIL-based learning tools with the percentage of students' effective contribution in critical thinking skills being 30.5% and to self-efficacy 69.2% (both showed high contribute). This indicates that POGIL-based learning tools are feasible to improve students' critical thinking skills and self-efficacy.