Train students’ science process skills and self-efficacy in online learning using the Scientific Critical Thinking (SCT) model assisted by google classroom and google meet

Abstract

Science process skills and self-efficacy need to be trained in students in chemistry learning activities at school. This will have a positive impact on students in facing and solving problems in their lives. The Scientific Critical Thinking (SCT) model is one of the models that can be used to implement learning. This research was conducted at SMAN 11 Banjarmasin, class XI MIPA 2, on the buffer solution’s material, assisted by google classroom and google meet. This study aims to determine (1) the improvement of students ‘science process skills (2) students’ self-efficacy, before and after learning with the SCT model, and (3) student responses to the application of the SCT model assisted by google classroom and google meet. This research method is a pre-experiment, one group pretest-posttest design. The research sample of class XI MIPA 2 students used a purposive sampling technique. The independent variable is the SCT model; the dependent variable is science process skills and students’ self-efficacy. Data collection using test and non-test techniques. The data analysis technique used descriptive analysis and inferential analysis. The results showed that (1) there was an increase in students’ science process skills; (2) there is an increase in student self-efficacy (3) Students’ positive responses to learning with the SCT model assisted by google classroom and google meet.