Analysis Students’ Scientific Explanation Skills Using Explanation Driven Inquiry Learning on Acid-Base Topic

Authors

  • Oktavia Sulistina Department of Chemistry Education, Faculty of Math and Science, Universitas Negeri Malang, Jl. Semarang No.5, Lowokwaru, Malang, 65145 https://orcid.org/0000-0002-6487-2575
  • Hesti Puspitasari Department of Chemistry Education, Faculty of Math and Science, Universitas Negeri Malang, Jl. Semarang No.5, Lowokwaru, Malang, 65145
  • Dedek Sukarianingsih Department of Chemistry Education, Faculty of Math and Science, Universitas Negeri Malang, Jl. Semarang No.5, Lowokwaru, Malang, 65145

DOI:

https://doi.org/10.15575/jtk.v6i1.9493

Keywords:

acid-base, explanation driven inquiry, scientific explanation skills

Abstract

This study analyzes students' scientific explanation skills using explanation driven inquiry (EDI) learning on acid-base topics. The method used a quasi-experimental design with a posttest-only control group design. The research sample consisted of two groups that 30 students each in EDI (experimental group) and guided inquiry (GI) (control group). The research instrument was essay questions. The EDI learning model provides better results than the guided inquiry (GI) learning model for students' scientific explanation skills. The quality of the students' scientific explanation skills reached the highest level (level 4). EDI class students were more likely to achieve it than the GI class.

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Published

2021-06-30

Issue

Vol. 6 No. 1 (2021)

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Articles

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