Y. Yerimadesi, B. Bayharti, A. Azizah, L. Lufri, A. Andromeda, G. Guspatni
The goal of this study was to reveal the level of effectiveness of acid-base modules based on Guided Discovery Learning (GDL) on Critical Thinking Skills (CTS) and student learning outcomes in chemistry learning at senior high school. Module effectiveness was determined through quasi-experimental research with a randomized control-group pretest-posttest design. The sample consisted of 32 students as an experimental class and 35 students as a control class. The instrument used consisted of CTS test, pre-test and post-test. Student CTS test were analysed by percentage techniques and improvement of learning outcomes with N-Gain assisted SPSS software 25. The average CTS score of students found was 87.93% with very effective categories. N-Gain experimental class was 0.8 (high) that was significantly higher than that of control 0.69 (moderate). Both classes were normally distributed and homogeneous, and the t-test obtained t count > t table. The research findings show that the use of acid-base modules based on GDL can improve CTS and student learning outcomes in chemistry learning at senior high school. © 2019 Published under licence by IOP Publishing Ltd.
Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Padang, Jl. Prof Hamka, Padang, 25131, Indonesia; Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Padang, Jl. Prof Hamka, Padang, 25131, Indonesia
