Abstract
Problems encountered are too difficult for students to understand organic chemistry, including stereochemistry, organic reaction synthesis. So, we need a way to overcome this problem in order to increase the quality of learning processes through the implementation of the multimodel Computer Support Collaboration Learning-Retrosynthetic Analysis (multimodel CSCL-RA) in organic chemistry. This study is action research with descriptive qualitative approach with students of Organic Chemistry III in Chemical Education Program, ULM. Thirty pair dyads of students participated in a problem task. The instrument of research was in the form of problem-solving ability and cognition test instrument, observation sheet of teacher and student activity. Data were analyzed using percentage of students’ problem-solving ability and achievement. The results showed that the implementation of CSCL-RA multimodel in organic chemistry increased the quality of learning with indicators of increasing students’ problem-solving abilities and learning outcomes. The implication for future research could provide further: (1) students’ interactions in CSCL, (2) CSCL with metacognitive training in problem-solving.
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