Resi Febriyanti, Endang Widjajanti Laksono
The purpose of this study is to investigate the differences in higher order thinking skills and scientific attitudes. The students, both individually and similarly, were taught through a guided inquiry with the SSI approach as well as a scientific approach. Additionally, this study aims to examine the profile of higher order thinking skills and scientific attitudes in students who have been trained by guided inquiry with the SSI approach and the scientific approach. To investigate the effect of treatment, a quasi-experimental design with a pre-test-post-test control group has been used. The study involved 34 students in the experiment group and 31 from the control group at SMA Negeri 1 Tebas, West Kalimantan, with 34 students in the experimental group and 31 students in the control group. Pretest and posttest scores of higher order thinking skills and scientific attitudes questionnaire were used to obtain data on higher order thinking skills and scientific attitudes. Both test and non-test data collection techniques were used. The higher order thinking skills test and scientific attitudes questionnaire served as research instruments, meeting validity and reliability requirements. Both the higher order thinking skills test and scientific attitudes questionnaire had INFIT MNSQ scores 0.77≤INFIT MNSQ≤ 1.33, and their reliability was measured at 0.79 and 0.87, respectively. Data were analysed using Manova. The results showed that, in the groups of students who received an approach based on guided inquiry with the SSI and those receiving a scientific approach, significantly different levels of higher order thinking skills and scientific attitudes were observed. In other words, guided inquiry with a SSI is effective for higher order thinking skills and scientific attitudes. For student who were taught using the guided inquiry with SSI approach, they had better profiles of higher order thinking skills and scientific attitudes for all indicators than those being taught using the scientific approach. © 2024 Author(s).
Chemistry Education Study Program, Yogyakarta State University, Yogyakarta, Indonesia; Yogyakarta State University, Yogyakarta, Indonesia
