The Effectiveness of New Inquiry-Based Learning (NIBL) for Improving Multiple Higher-Order Thinking Skills (M-HOTS) of Prospective Chemistry Teachers

Mitarlis Mitarlis,Sri Rahayu,Sutrisno Sutrisno,Suhadi Ibnu

doi:10.12973/eu-jer.9.3.1309

Abstract

<p style="text-align:justify">New Inquiry-Based Learning (NIBL) was developed to improve students’ multiple higher-order thinking skills (MHOTS), such as thinking critically, analytically, creatively, and practically (CACP). This study aimed to examine the increase of students’ MHOTS ability, their perceptions of the NIBL model, and the contribution of the NIBL model to the learning outcomes. A quasi-experiment of the nonequivalent control group design was implemented in this study. Research subjects were university students majoring in chemistry education and enrolling in the Organic Chemistry course. The experiment and the control groups consisted of 34 and 32 students, respectively. The collected data were analyzed by using t-test and ANCOVA procedures. N-Gain scores were calculated to measure the differences in the increase in learning outcomes. Eta square values measured the contribution of NIBL. The results of this study revealed that there were differences in the learning outcomes of the experiment and control group. The CACP thinking skills and the mastery of organic chemistry concepts of the experiment group increased significantly. The N-Gain scores of practical thinking skills aspect were on medium category, and for critical, analytical, and creative thinking, as well as for mastery of organic chemistry concepts were on high categories. For the control group, the N-Gain scores of all categories were on low or medium categories. The NIBL model effectively improved the prospective chemistry teachers’ M-HOTS in terms of CACP thinking skills and contributed significantly to the increase in the students’ mastery of organic chemistry concepts.</p>

Highlights

The 21st century is marked with the increasing complexity of problems of life and challenges on one side and significant accumulation of information on the other side, which sometimes makes the complexity of life more severe
The objectives of this research were: 1) to examine the effectiveness of the New Inquiry-Based Learning (NIBL) model for improving many higherorder thinking skills (M-Higher Order Thinking Skills (HOTS)), consisting of CACP thinking skills of prospective chemistry teachers, 2) to examine the perception of prospective chemistry teachers towards the NIBL model for improving CACP thinking skills, and 3) to examine the contribution of the NIBL learning model to the learning achievement of prospective chemistry teachers viewed from certain aspects of the CACP thinking skills and the mastery of chemistry concepts
Different questions of the same indicators were used in posttest questions. This variation was done with the consideration that the treatment with NIBL learning in this study aimed to improve multiple HOTS (M-HOTS) skills

Summary

Introduction

The 21st century is marked with the increasing complexity of problems of life and challenges on one side and significant accumulation of information on the other side, which sometimes makes the complexity of life more severe. There are fundamental needs to prepare students to be communicative, collaborative, creative, innovative, and to think critically and analytically to solve real-world problems effectively in the global competition era (Cai et al, 2017; Sang et al, 2018; Toheri, 2019; Zhou, 2018; Zivcovic, 2016). These conditions require educators to provide opportunities for students to possess Higher Order Thinking Skills (HOTS) and mastery of needed abilities according to their future professions.

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Conclusion