Development of problem-based learning devices with demonstration methods to improve students' critical thinking skills and self-efficacy on salt hydrolysis material

Abstract

This study aimed to (1) develop problem-based learning devices with demonstration methods; (2) test the feasibility of the developed learning devices (3) examine the effect of the use of developed learning devices on students' critical thinking skills and self-efficacy. This research was a research and development with a 4D model developed by Thiagarajan. The feasibility of the developed learning devices is seen based on the results of the validator's assessment, and student readability. The effect of using developed learning devices on critical thinking skills and self-efficacy was analyzed using the MANOVA program. The results showed that: (1) problem-based learning devices with demonstration methods on salt hydrolysis material in the form of syllabus, lesson plans, and student worksheet; (2) problem-based learning devices with demonstration methods are suitable for use in chemistry learning in terms of the validator's assessment and student readability in the very good category; and (3) the using of developed learning devices has an effect on increasing students' critical thinking skills and self-efficacy on salt hydrolysis material. These learning devices make students better understand the salt hydrolysis material by knowing the problems and direct evidence according to what is in life.