Abstract
The purpose of the study was to develop and investigate the effect of i-think embedded virtual chemistry classroom (ITVC) on students’ higher order thinking skills (HOTS). This study also differentiates the effect of ITVC on interest among students with high and low spatial ability. The development phase involved the use of ADDIE Model in designing ITVC and conventional virtual chemistry classroom (CVC). The effectiveness investigation phase used a quasi experimental design involving 66 forms four students in a secondary school in Kuantan. 33 students (control group) learnt via CVC while another 33 students (treatment group) learnt via ITVC. Both ITVC and CVC were developed using the Google Classroom application provided by Malaysia Ministry of Education. ITVC was enriched with the i-think thinking tools while the comparison table was used in CVC. Four research instruments used were electrochemistry HOTS achievement pre-test, electrochemistry HOTS achievement post-test, spatial ability test and interest questionnaires. Data collected were analysed using t-test to answer the research questions. Results show higher electrochemistry HOTS achievement for low spatial ability (LSA) and high spatial ability (HSA) students in post-test compared to pre-test in both groups. LSA in the treatment group shows higher electrochemistry HOTS achievement compared to the control group. ITVC also caused electrochemistry HOTS achievement for LSA in the treatment groups to be equal to HSA in the control group. The interest results indicated that LSA in both, control and treatment groups have high interest in electrochemistry. The findings revealed that embedding i-think learning tools in the virtual classroom could act effectively in enhancing HOTS and interest among chemistry students. ITVC also enabled teachers to apply 21st century learning among students towards the realization of 4.0 Industrial Revolution (IR4.0).
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