Integrating Dilemma Stories into Chemistry Learning: Analyzing Students’ Critical Thinking Skills

Authors

  • Tritiyatma Hadinugrahaningsih Chemistry Education Study Program, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jl.Rawamangun Muka Raya No.111, Jakarta, 13220
  • Yuli Rahmawati Chemistry Education Study Program, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jl.Rawamangun Muka Raya No.111, Jakarta, 13220
  • Rika Siti Syaadah Chemistry Education Study Program, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jl.Rawamangun Muka Raya No.111, Jakarta, 13220 https://orcid.org/0009-0001-7349-2232
  • Fitri Sumalia Dewi Chemistry Education Study Program, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jl.Rawamangun Muka Raya No.111, Jakarta, 13220
  • Shakira Az-Zahra Chemistry Education Study Program, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jl.Rawamangun Muka Raya No.111, Jakarta, 13220
  • Fitri Tamarani Chemistry Education Study Program, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jl.Rawamangun Muka Raya No.111, Jakarta, 13220

DOI:

https://doi.org/10.15575/jtk.v9i2.40449

Keywords:

chemistry learning, critical thinking, dilemma stories, project-based learning

Abstract

Critical thinking is a key competency for 21st-century students, essential for logical reasoning, decision-making, and academic success. However, studies indicate that Indonesian students often exhibit low levels of critical thinking. Chemistry, particularly topics like oxidation-reduction reactions, offers real-life applications, such as waste oil disposal, that can be leveraged to improve these skills. This study aims to analyze the effectiveness of integrating dilemma stories into project-based learning (PBL) to enhance students' critical thinking skills in the context of oxidation-reduction reactions. The study was conducted at SMAN 77 Jakarta with 36 students from Class X Mathematics and Natural Science 2. A qualitative approach was used, with data collected through observations, reflective journals, interviews, and critical thinking tests. The integration of dilemma stories in PBL was implemented through five stages: value reflection, problem-solving, project development, monitoring and evaluation, and transformation. The findings indicate significant improvements in students' critical thinking, creativity, collaboration, and problem-solving skills. Based on test results, students achieved level 3 (Acceptable) in critical thinking. The approach also enhanced their understanding of chemical concepts and awareness of addressing real-world problems. The integration of dilemma stories within PBL has proven effective in fostering critical thinking and other 21st-century skills in chemistry learning. This approach can serve as a model for innovative educational practices in STEM subjects.

References

Abidin, Z. (2023). Analisis Eksistensial. Jakarta: Raja Grafindo.

Aminah, S. (2010). Bilangan Peroksida Minyak Goreng Curah dan Sifat Organoleptik Tempe pada Pengulangan Penggorengan. Jurnal Pangan dan Gizi, 1(1), 7-14. Retrieved from https://jurnal.unimus.ac.id/index.php/jpdg/article/view/141

Asniadin, A., Rahmanpiu, R., & Tewa, Y. (2022). Analisis Kesulitan Belajar Kimia pada Materi Reaksi Reduksi Oksidasi Siswa Kelas X. Jurnal Pendidikan Kimia, 7(2), 81-91. Retrieved from https://ojs.uho.ac.id/index.php/jpkim/article/view/26162

Barak, M., & Yuan, S. (2021). A Cultural Perspective to Project-based Learning and the Cultivation of Innovative Thinking. Thinking Skills and Creativity, 39, 100766. https://doi.org/10.1016/j.tsc.2020.100766

Brookfield, S. D. (2012). Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. San Fransisco: Jossey-Bass.

Butler, H. A. (2012). Halpern Critical Thinking Assessment Predicts Real-World Outcomes of Critical Thinking. Applied Cognitive Psychology, 25(5), 721–729. https://doi.org/10.1002/acp.2851

Chang, B. (2019). Reflection in learning. Online Learning Consortium, 23(1), 95–110. https://doi.org/10.24059/olj.v23i1.1447

Elfrida, E., Hadinugrahaningsih, T., and Rahmawati, Y. (2017). Studi Pendekatan Dilemmas Stories pada Materi Hidrolisis Garam dnegan Metode Thinking Aloud Pair Problem Solving (TAPPS). Jurnal Riset Pendidikan Kimia, 7(2), 91–100. https://doi.org/10.21009/JRPK.072.02

Facione, P. A. (2020). Critical Thinking: What it is and Why it Counts. Insight Assessment. Retrieved from https://insightassessment.com/iaresource/critical-thinking-what-it-is-and-why-it-counts/

Farida, Y., & Muchlis. (2017). Implementation of the Pogil Learning Model to Train Critical Thinking Skills of Students Who Have Different Initial Abilities on Reaction Rate Material. UNESA Journal of Chemistry Education, 6(1), 118–124. Retrieved from https://www.e-jurnal.com/2017/05/implementasi-model-pembelajaran-pogil.html

Feldman, D. A. (2020). Critical Thinking: Strategies for Decision Making. Jakarta: PT Indeks.

Fisher, A. (2011). Critical Thinking: An Introduction. Cambridge: Cambridge University Press.

Hasmarani, S., Ramlawati, & Ruslan. (2018). Analisis Kemampuan Peseta Didik dalam menyelesaikan Soal Asam Basa pada Tingkat Keterampilan Berpikir Kritis dan Berpikir Kreatif di Kelas XI IPA SMA/MA di Kec. Bulukumpa. Chemistry Education Review, 2(2), 24–31. https://doi.org/10.26858/cer.v2i2.8954

Haynes, A., Lisic, E., Goltz, M., Stein, B., & Harris, K. (2016). Moving Beyond Assessment to Improving Students’ Critical Thinking Skills: A Model for Implementing Change. Journal of the Scholarship of Teaching and Learning, 16(4), 44–61. https://doi.org/10.14434/josotl.v16i4.19407

Hidayat, U. S. (2022). 5E Learning Cycle Strategy: Menumbuhkan Motivasi Siswa XI Kimia dalam Pembelajaran Daring. Jurnal Praktisi Pendidikan, 1(1), 29-35. https://doi.org/10.58362/hafecspost.v1i1.3

Hidayati, Y., & Sinaga, P. (2019). The Profile of Critical Thinking Skills Students on Science Learning. Journal of Physics: Conference Series, 1402(4), 044075. https://doi.org/10.1088/17426596/1402/4/044075

Kawedhar, M. C. S., Mulyani, S., Saputro, S., & Yamtinah, S. (2020). Is It Relevant to Students' Critical Thinking Skills in Chemistry Learning? International Journal of Learning, Teaching and Educational Research, 19(11), 1-14. https://doi.org/10.26803/ijlter.19.11.13

Majid, A. N. & Rohaeti, E. (2018). The Effect of Context-Based Chemistry Learning on Student Achievement and Attitude. American Journal of Educational Research, 6(6), 836–839. Retrieved from https://pubs.sciepub.com/education/6/6/37/index.html

Mardiah, A., Rahmawati, Y., Che Harun, F. K., & Hadiana, D. (2022). Transferable Skills for Pre-Service Chemistry Teachers in Indonesia: Applying a Design Thinking-STEAM-PjBL Model. Issues in Educational Research, 32(4), 1509-1524. Retrieved from https://www.iier.org.au/iier32/mardiah-abs.html

Nainggolan, B., Susanti, N., & Juniar, A. (2016). Uji Kelayakan Minyak Goreng Curah dan Kemasan yang Digunakan Menggoreng Secara Berulang. Jurnal Pendidikan Kimia, 8(1), 45–57. Retrieved from https://jurnal.unimed.ac.id/2012/index.php/jpk/article/view/4424/0

Nasir, N. S. W., & Nurhaeni. (2014). Pemanfaatan Arang Aktif Kulit Pisang Kepok (Musa normalis) sebagai Adsorben untuk Menurunkan Angka Peroksida dan Asam lemak Bebas Minyak Goreng Bekas. Natural Science: Journal Science and Technology, 3(1), 18–30. Retrieved from https://bestjournal.untad.ac.id/index.php/ejurnalfmipa/article/view/2206

Nguyen, T. T. (2017). Developing Important Life Skills through Project-Based Learning: A Case Study. The Normal Lights, 11(2), 109-142. http://doi.org/10.56278/tnl.v11i2.529

Overby, J., & Chang, R. (2022). Chemistry. New York: McGraw Hill Education.

Özer, D., and Özkan, M. (2012). The Effect of the Project Based Learning on the Science Process Skills of the Prospective Teachers of Science. TusedOrg, 9, 131–137. Retrieved from https://api.semanticscholar.org/CorpusID:58922361

Paul, R., & Elder, L. (2021). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life (4th ed.). Maryland: Rowman and Littlefield.

Priansa, D. J. (2015). Manajemen Peserta Didik dan Model Pembelajaran. Bandung: Alfabeta.

Priyadi, R., Mustajab, A, Tatsar, M. Z. (2018). Analisi Kemampuan Berpikir Kritis Siswa SMA Kelas X MIPA dalam Pembelajaran Fisika. Jurnal Pendidikan Fisika Tadulako, 6(1), 53-55. Retrieved from https://www.researchgate.net/publication/324501999_Analisis_Kemampuan_Berpikir_Kritis_Siswa_SMA_Kelas_X_MIPA_dalam_Pembelajaran_Fisika

Purwaningsih, D., Zuchrillah, D., and Nurmala I. (2019). The Effect of Raja Banana Peel Extract on Acid and Peroxide Numbers in Bulk Frying Oil. IOP Conference Series: Materials Science and Engineering, 4620. https://doi.org/10.1088/1757-899X/462/1/012034

Rahmawati, Y., Ridwan, A., and Mardiah, A. (2019). Panduan Pelaksanaan Model Pembelajaran Integrasi DIlemmas Stories dalam Proyek STEAM. Jakarta: State University of Jakarta

Rahmawati, Y., Taylor, E., Taylor, P. C., & Koul, R. (2021). Student Empowerment in a Constructivist Values Learning Environment for a Healthy and Sustainable World. Learning Environments Research, 24(3), 451–468. http://doi.org/10.1007/s10984-020-09336-9

Raub, L. A., Arshad, M. Y., Rosli, M. S., & Shukor, N. A. (2015). The Use of Contextual Learning to Promote Scientific Literacy in Science Classroom: From the Aspects of Higher Order Thinking Skills. Proceeding of International Conference Education Study. Retrieved from https://api.semanticscholar.org/CorpusID:67122209

Redhana, I. W. (2010). Pengaruh Model Pembelajaran Berbasis Peta Argumen terhadap Keterampilan Berpikir Kritis Siswa pada Topik Laju Reaksi, Jurnal Pendidikan dan Pengajaran, 43(17), 141–148. Retrieved from https://ejournal.undiksha.ac.id/index.php/JPP/article/view/1721

Sarican, E. & Güneş, E. (2021). Developing Critical Thinking Skills in Elementary School Students Through Foreign Language Education: An Action Research. Education Quarterly Reviews, 4(2), 51-68. Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3819865

Shaw, A., Liu, O. L., Gu, L., Kardonova, E., Chirikov, I., Li, G., Hu, S., Yu, N., Ma, L., Guo, F., Su, Q., Shi, J., Shi, H., & Loyalka, P. (2020). Thinking Critically About Critical Thinking: Validating The Russian HEIghten Critical Thinking Assesment. Studies in Higher Education, 45(9), 1933-1948. https://doi.org/10.1080/03075079.2019.1672640

Setiono I. (2015). Akumulator, Pemakaian dan Perawatannya. METANA: Media Komunikasi Rekayasa Proses dan Teknologi Tepat Guna, 11(1), 31-36. Retrieved from https://ejournal.undip.ac.id/index.php/metana/article/view/12579

Shaw, A., Liu, O. L., Gu, L., Kardonova, E., Chirikov, I., Li, G., Hu, S., Yu, N., Ma, L., Guo, F., Su, Q., Shi, J., Shi,

H., & Loyalka, P. (2020). Thinking critically about critical thinking: validating the Russian HEIghten®

critical thinking assessment. Studies in Higher Education, 45(9), 1933–1948. https://doi.org/10.1080/030

2019.1672640

Simamora, K. F. (2022). Kemampuan HOTS Siswa Melalui Model PjBL ditinjau dari Kemampuan Literasi Kimia Siswa. Jurnal Inovasi Pembelajaran Kimia, 4(1), 56-65. https://doi.org/10.24114/jipk.v4i1.33588

Solikah, A. A., Saputro, S., Mulyani, S., Mahardiani, L., Susilowati, E., Nurhayati, N. D., Hastuti, B., & Ciptonugroho, W. (2024). Boosting Critical Thinking Skills: Applying the Dilemma Stories Approach with the 5E Learning Cycle in Buffer Subject Education. Al-Ishlah Jurnal Pendidikan, 16(2), 1521-1535. https://doi.org/10.35445/alishlah.v16i2.4556

Subiantoro, A., & Fatkurohman, B. (2010). Keterampilan Berpikir Kritis Siswa dalam Pembelajaran Biologi Menggunakan Media Koran. Jurnal Pendidikan Matematik dan Sains, 2, 111–114. Retrieved from https://journal.uny.ac.id/index.php/jpms/article/view/12438

Suparman, S., Juandi, D., & Martadiputra, B. A. P. (2023). Students Heterogeneous Mathematical Critical Thinking Skills in Problem-Based Learning: A Meta Analysis Investigating the Involvement of School Geographical Location. Al-Jabar: Jurnal Pendidikan Matematika, 14(1), 37-53. https://doi.org/10.24042/ajpm.v14i1.16200

Taylor, E., Taylor, P.C., & Chow, M. (2013). Diverse, Disengaged and Reactive: A Teacher’s Adaptation of Ethical Dilemma Story Pedagogy as a Strategy to Re-engage Learners in Education for Sustainability. In: Science Education for Diversity, 97–117. https://doi.org/10.1007/978-94-007-4563-6_6

Taylor, E., Taylor, P.C., & Hill, J. (2019). Ethical Dilemma Story Pedagogy—a Constructivist Approach to Values Learning and Ethical Understanding. In: Empowering Science and Mathematics for Global Competitiveness. London: CRC Press. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.1201/9780429461903-18/ethical-dilemma-story-pedagogy%E2%80%94a-constructivist-approach-values-learning-ethical-understanding-taylor-taylor-hill

Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. San Fransisco: John Wiley & Sons.

Wan, Z. H., So, W. M. W., & Zhan, Y. (2020). Developing and Validating a Scale of STEM Project-Based Learning Experience. Research in Science Education. https://doi.org/10.1007/s11165-020-09965-3

Werth, J. C. (2017). Teaching a Dilemma Story in My Science Classroom: Enabling Students to Make Ethically Aware Decisions. Perth: Curtin University. Retrieved from https://espace.curtin.edu.au/handle/20.500.11937/54049

Wulandari, R., & Supiah, I. (2022). The Effectiveness of Problem-Based Learning Chemistry Modules and Their Impact on Students' Critical Thinking Abilities. Jurnal Penelitian Pendidikan IPA, 9, 163-170. https://doi.org/10.29303/jppipa.v9iSpecialIssue.5757

Zhou, Q., Huang, Q., & Tian, H. (2013). Developing Students’ Critical Thinking Skills by Task-Based Learning in Chemistry Experiment Teaching. Creative Education; 4(12), 40–45. http://doi.org/10.4236/ce.2013.412A1006

Downloads

Published

2024-12-31

Issue

Vol. 9 No. 2 (2024)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a  Creative Commons Attribution-ShareAlike that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).