Research-oriented collaborative inquiry learning (REORCILEA): improving analytical thinking ability of high school students in reaction rate learning

Abstract

This research aimed to improve students’ analytical thinking ability and to describe the profile of students’ analytical thinking ability in the Research-Oriented Collaborative Inquiry Learning (REORCILEA) in reaction rate learning. A quasi-experimental post-test only control group design had been employed in this research. The sample in this research was the eleventh-grade students of a senior high school in Kroya, Indonesia. The experimental group and control group were chosen by using a random sampling technique. The essay questions of reaction rate consisting of three indicators of analytical thinking ability namely differentiating, attributing, and organizing were used to obtain data on students’ analytical thinking ability. Independent t-test analysis techniques and descriptive quantitative were used in this research. The result showed that the implementation of REORCILEA has a significant influence on the analytical thinking ability of high school students in reaction rate. Profile of students’ analytical thinking ability in REORCILEA for each indicator showed good and very good categories. The implication of this result is that REORCILEA could be used in reaction rate learning to improve students’ analytical thinking ability.