Empowering students’ engagement in organic chemistry learning through integration of dilemma stories with number head together

Abstract

This paper portrays research into an innovative curriculum project of dilemma stories which was conducted at a secondary school in Jakarta, with 44 students of year 12. The research focused on the development and implications of a dilemma stories approach with the Numbered Heads Together method in Organic Chemistry learning. The dilemmas stories on the topics of formaldehida, alcoholic drinks, paracetamol drugs, and butter and margarine were developed in this research study. A qualitative approach was implemented with multiple methods including interviews, reflective journals, and classroom observations. Data analysis was conducted based on the themes found throughout the learning process. The results of the research showed the effects of this innovative approach on students’ development of higher order thinking skills, argumentation skills, collaboration skills, problem solving skills, personal values reflection, and responsibility. Students learnt to solve the dilemma problems in real situations which related to chemistry learning. The teacher became involved in this innovative approach for engaging students and improving their learning quality. In conclusion, the dilemmas stories approach has engaged the teacher and students in meaningful chemistry learning experiences.