Development of Chemistry Instructional Tools and Its Effect on Critical Thinking Skills, Metacognition, and Concept Mastery of Students

Abstract

The aim of this research is to produce senior high school chemistry instructional tools based on investigations which is valid, practical, and effective and can empower critical thinking skills, metacognition, and mastery of buffer solution chemistry concepts for students. The method used are 1) the initial observation, 2) arranging the draft of instructional tool, 3) the development and verification of instructional tools, and try out and dissemination. The developmental phase in this research refers to the developmental model of 4-D (define, design, develop, and disseminate). Subject of the research are students class XI from state Senior High School (SHS) Bantaeng regency for limited try out test and chemistry teachers of SHS that amount 15 persons from Makassar city, Maros, Gowa, and Takalar regency for disseminate test phase. The research is 1st and 2nd year researches of plan 3 years. The first year is limited trial test and the second year is disseminated test of instructional tools. The results of the this research are obtained senior high school chemistry instructional tool based on investigations namely Investigation Lesson Plan (ILP), Investigation Model Book (IMB), and test and non-test instruments which are valid, practical, and effective based on the results of limited trial and disseminate test. The research result also shows the critical thinking skills and metacognitive of students generally are in the medium and begin to develop category, and concept mastery for buffer solution with high category. Furthermore, the teachers’ responds toward ILP and IMB are positive and practice category.