GUIDED–INQUIRY LABORATORY EXPERIMENTS TO IMPROVE STUDENTS’ ANALYTICAL THINKING SKILLS
Tutik S. Wahyuni1,a) and Rizki N. Analita2)
1)Chemistry Education Department, Tarbiyah and Education Faculty, State Islamic Institute of Tulungagung
Mayor Sujadi Timur Street No. 46 Tulungagung, East Java.
2)Graduates of Master of Chemistry Education, State University of Malang
Semarang Street No. 5 Malang, East Java.
a)Corresponding author: firstname.lastname@example.org
Abstract. This study aims to improve the experiment implementation quality and analytical thinking skills of undergraduate students through guided–inquiry laboratory experiments. This study was a classroom action research conducted in three cycles. The study has been carried out with 38 undergraduate students of the second semester of Biology Education Department of State Islamic Institute (SII) of Tulungagung, as a part of Chemistry for Biology course. The research instruments were lesson plans, learning observation sheets and undergraduate students’ experimental procedure. Research data were analyzed using quantitative–descriptive method. The increasing of analytical thinking skills could be measured using gain score normalized and statistical paired t-test. The results showed that guided–inquiry laboratory experiments model was able to improve both the experiment implementation quality and the analytical thinking skills. N–gain score of the analytical thinking skills was increased, in spite of just 0.03 with low increase category, indicated by experimental reports. Some of undergraduate students have had the difficulties in detecting the relation of one part to another and to an overall structure. The findings suggested that giving feedback the procedural knowledge and experimental reports were important. Revising the experimental procedure that completed by some scaffolding questions were also needed.