Instructional Model and Thinking Skill in Chemistry Class

2nd International Conference on Innovation in Engineering and Vocational Education

工业技术;教育

Langkudi, H.H.^1

Department of Natural Science Education, Universitas Negeri Manado, Indonesia^1

关键词: Chemistry class;    Chemistry teachers;    Conventional modeling;    Discovery model;    Experimental methods;    Factorial design;    Instructional model;    Learning outcome;   

Others  :  https://iopscience.iop.org/article/10.1088/1757-899X/306/1/012048/pdf
DOI  :  10.1088/1757-899X/306/1/012048

来源: IOP

【 摘 要 】

Chemistry course are considered a difficult lesson for students as evidenced by low learning outcomes on daily tests, mid-semester tests as well as final semester tests. This research intended to investigate the effect of instructional model, thinking skill and the interaction of these variables on students' achievement in chemistry. Experimental method was applying used 2 x 2 factorial design. The results showed that the use of instructional model with thinking skill influences student's learning outcomes, so that the chemistry teacher is recommended to pay attention to the learning model, and adjusted to the student's skill thinking on the chemistry material being taught. The conclusion of this research is that discovery model is suitable for students who have formal thinking skill and conventional model is fit for the students that have concrete thinking skill.