Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
SKILLS (HOTS)
Liliasari
Chemistry Education Department
Faculty of Mathematics and Science Education
Indonesia University of Education
liliasari@upi.edu
Abstract
Chemistry lesson was used to develop students’ higher order thinking skills besides chemistry concepts. ICT
was a very important vehicle in supporting chemistry teaching. It was useful to describe chemistry subject
matter on macroscopics, submicroscopics and symbolic representations. Besides had a great role on
submicroscopics chemistry representation, it was also used to explain macroscopics dimension of chemistry
experiment in schools without laboratory in Indonesia. Several research on enhancing critical and creative
thinking skills using multimedia have been done by graduate school students. The media used consists of
interactive multimedia, virtual laboratory, and also drill and practice software. These researches using quasi
experimental method of one or two groups sample of students of vocational school, senior secondary schools
and undergraduate chemistry students. Those researches result moderate to high N-gain on critical and creative
thinking skills. It has been suggested to develop instructional game software and LMS of e-learning to improve
students communication, especially on enhancing students higher order thinking skills in chemistry.
Introduction
Chemistry teaching included the subject matter as a product, that consists of Chemistry
concepts. Usually Chemistry concepts represent in three dimensions, e.i. microscopic,
submicroscopic, and symbolic aspecs. At the beginning of chemistry lesson students knew about
symbolic aspec of Chemistry e.i. symbols of elements, chemical formulas and chemical reactions. The
way to learn chemistry by rote learning make chemistry difficult to students. ‘Drill and practice’
software could help students to make better understanding of chemistry.
Later it was interesting to study chemistry as a process. In this way students knew about the
change of substances through chemical reactions on the laboratory. These experiences were more
attractive , because students got new about the knowledge on the concrete way. Many experiences like
these make students easier to attain chemistry concepts. Only few students learn chemistry through
laboratory, because of the expensive chemistry equipment and material, and also limitation of schools
laboratory. Besides many chemistry teachers also dislike to accomplish laboratory activity, and many
schools had not laboratory. Several surveys described that teachers need more time in the preparation
of laboratory experiments, therefore they claim no time enough to prepare laboratory lesson. On this
way ‘simulation’ software could be assisted as an exchange of chemical laboratory.
Many chemistry concepts also abstract, threfore submicroscopic representation was needded
to understand them. Only very few teachers mastery to those concepts representation, therefore
difficult concepts make a part of chemistry that could not be explained to the students. These also
make students percept that chemistry as a difficult subject matter. ‘Multimedia interactive ‘ could help
teachers and students to connect the three modes of representations of chemistry concepts.
On the contrary nowadays the aim of chemistry lesson not only chemistry concepts
comprehension. It was more important to give students soft skills as to make them mastery on higher
order thinking skills (HOTS). These skills was very important to students to get success in the world
of free competition, that could be entrusted through ICT based chemistry lesson that develop students’
critical and creative thinking [7].
Indonesian landscape showed that ICT-based lesson was very important. Width of the
landscape areas make difficulties to reach them, because it most cover of forests, hills and valeys,
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rivers and lakes, also many islands, that difficult to get transportation of many places. ICT could be a
vechicel to give information in that cases, to make education equal everywhere in Indonesia. The
differences of students’ learning style should be fasilitated by ICT-based lesson to get equal learning
nurturrant effect, especially in time consumed. For example slow learner shoud be given teaching
material independently out of class (that facilitate by ICT software), that make learning independent
in time and space.
Table1. Software description, function, instructional uses and learning strategy [10]
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No Description Function Instructional Strategy
uses directed construc-
tivist
1 learners practicing drill and practice Skill practice V
answer the problem and
get right feed-back
2 give information and tutorial Information V
learner instructional delivery
needed to topics
mastery, explanation,
practice, feedback,
assessment
3 real model or system simulation demonstration, V V
image that show exploration
concepts-based working
system
4 increase motivation instructional game Skill practice, V V
with adding rule to exploration
practice or simulation
5 help learner to solve Problem solving Skill practice, V V
problem exploration
The software advantage is challeges activities to motivate learner to spent more time on
specific topic, and protect specific knowledge with situation figure to apply problem solving skills.
Example: The Geometer”s Sketchpad Produced by Key Curriculum P ress, Inc.
(http://www.keypress.com/sketchpad). This software is a dynamic tool to construct and explore.
Learner can use the software features to draw objects, invertigate mathematical properties, analyze
problems, propose solution, and test their hypotheses.
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Test/revise with user (6) Research the topic
background (2)
Several research have been done in order to increase higher order thinking skills (HOTS) that
consist of critical thinking skills [2] and creative thinking skills [6]. These researchs used quasi
experimental design, of one and/ or two groups pre test-post test design. The N-gain scores have been
calculated and grouping based on high, medium, and low category [3].
1. Drill and Practice software to enhance critical thinking skills of vocational school students
2. Interactive multimedia software to enhance critical thinking skills of senior secondary school
students
Critical thinking skills of senior secodary school students had been developed through
interactive multimedia software of colligative properties of solution [11]. The multimedia had been
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using in one group of 39 students at senior secondary school at Bogor in West Java and got medium
category N-gain, except in giving reasons in low category N-gain. The result can be seen on table 3.
Tutorial software of individual laboratory activities in solution osmotic pressure had been
developed to increase critical thinking skills of senior secondary students [1]. She used quasi
experimental method with 30 students in experimental class and 29 students in control class in senior
secondary school at Bandung in West Java[1]. The N-gain of critical thinking indicators had been
expose on table 4. Based on the result there were significantly different on eatch N-gain of critical
thinking indicators on experimental class (in high category) than on control class (in low category).
The other simulation interactive multimedia of chemical equilibrium as virtual lab software
also had been developed to increase senior secondary school students critical thinking skills [12]. The
research used quasi experiment method, with 28 students on experimental class and 28 students of
control class in senior secondary school at Singaraja in Bali. The result of N-gains had been given on
table 5. There was higher N- three N-gains of critical thinking indicators of experimental class got
high category and others in medium category. Besides there were 5 critical thinking indicators showed
low N-Gain, i.e. observing and judging observation, developing deduction, developing induction,
defining of a term and identifying assumption of both class.
Besides of critical thinking development there was two researchs in creative thinking
development. These researchs also developing interactive multimedia software. The first was
interactive multimedia on rate of reaction. This research applied on 30 students of experimental class
dan 26 students of control class in senior secondary school at Ternate in Maluku provence [5]. The
result was given on table 6. The table shown that only one creative thinking indicator in the same
category of N-gain i.e. elaboration on both of class (medium category). Other indicators showed
higher N-gain in experimental class (high category) than in control class (medium category).
Based on the table there were significantly different of N-gain on experimental class and
control class. N-gain of experimental class were higher than control class. Students got fluency and
flexibility indicator of high category N-gain in experimental class, while in the control class they got
N-gain in medium category. On the other hand in elaboration and originality indicators they got N-
gain in medium category of experimental class and in low category on control class.
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Those researches showed that the development of HOTS through ICT-based chemistry
teaching gave positive results. The test applied in these researchs also chemistry concepts loaded,
therefore students had increase their concept mastery. Students had also enhanche their computer
application skills, while using software that had been composed by teachers/ lecturers or downloaded
from internet free access.
References
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