Implementation of project-based innovative learning resources to build higher order thinking skills in teaching Anion Analysis

Abstract

Higher order thinking skills (HOTS) need to be built through learning because they are needed by scientists in solving scientific problems. This study aims to implement project-based innovative learning resources in the teaching of Anion Analysis to facilitate active learning for students in building higher-order thinking skills as well as achieving competence in the field of qualitative analysis. The research was conducted through the development of innovative learning resource packages, integration of mini-projects and supporting learning tools, standardization of learning resources, and implementation for the teaching of Analytical Chemistry. A standard project-based innovative learning resource package has been successfully developed to support blended learning. The implementation of innovative learning resources is effective in facilitating students to learn actively in planning, implementing and reporting their own projects according to assignments. The achievement of students’ higher order thinking skills based on the subjective scores of project plans (M=81.39±3.71) and project reports (M=85.53±3.47) were all very high. Mastery of students on the topic of Anion Analysis based on the results of the final evaluation (M=84.83±6.62) was high. There is a positive correlation between thinking skills with learning outcomes and learning motivation which ensures that project-based learning is appropriate for teaching to achieve knowledge and skills in the field of analytics. Project-based learning models can be applied to teaching in normal and abnormal times such as during the Covid-19 pandemic.