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Chemistry in Education
Published by Universitas Negeri Semarang
ISSN : 22526609     EISSN : 25026852     DOI : https://doi.org/10.15294/chemined
Core Subject : Education,
Education
Chemistry in Education [P-ISSN 2252-6609 | E-ISSN 2502-6852] is issued two times per year, each of them includes articles of research and conceptual analysis results on the chemical education field. To memorize important events or agenda of institution, it is posible to publish a special issue.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 21 Documents
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The Effect of the Six Thinking Hats Strategy on Student Grouping to Improve Problem-Solving Skills and Concept Mastery in Reaction Rate Material Azzahra, Elvara Siti; Harjito, Harjito
Chemistry in Education Vol. 14 No. 2 (2025): Chemistry in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chemined.v14i2.31289

Abstract

This study aims to analyze the effect of the Six Thinking Hats strategy on enhancing students’ problem-solving skills and conceptual understanding in the topic of reaction rates. The research employed a quasi-experimental method using a non-equivalent control group design. Instruments included concept mastery tests (pretest and posttest), student worksheets (LKPD), and student response questionnaires. Data were analyzed using the Mann-Whitney U test, the Friedman test, Spearman's Rank correlation, and effect size calculations. The results showed that the implementation of the Six Thinking Hats strategy had a significant impact on the improvement of students’ problem-solving abilities and conceptual understanding, as indicated by the Mann-Whitney U test results for each LKPD (p < 0.05) and large to very large effect sizes (Cohen’s d = 1.15; 1.48; 0.56; and 2.99). The Friedman test revealed statistically significant differences in performance across LKPDs in both the experimental and control classes (p = 0.000). In terms of conceptual understanding, a significant difference was observed (p = 0.000), with an increase in Cohen’s d from 0.65 (moderate) to 2.08 (large). However, the Spearman Rank correlation test indicated no significant relationship between conceptual understanding and problem-solving ability, suggesting that individual and collaborative assessment contexts influence student outcomes differently.

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