Published date: Apr 03 2024

Journal Title: KnE Social Sciences

Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Materials and Modules

Pages: 835–845

DOI: 10.18502/kss.v9i8.15661

Semuel Unwakolyliliasari@upi.eduMathematics and Natural Science Education Faculty, Indonesian Education University – Bandung, Indonesia

Liliasari .liliasari@upi.eduMathematics and Natural Science Education Faculty, Indonesian Education University – Bandung, Indonesia

Heli SH MunawarohMathematics and Natural Science Education Faculty, Indonesian Education University – Bandung, Indonesia

Critical and creative thinking skills are two important aspects that must be exerted to prepare globally competent chemistry teacher candidates. Developing global competence is about how to see teaching practice using a new lens. Minimizing the role of lecturer and making students more active through experimental activities can facilitate the development of both critical and creative thinking skills. Therefore, this study aims to picture the critical and creative thinking skills of chemistry teacher candidates and their motivation in biochemistry laboratory. This case study research involved 38 students’ chemistry teacher candidates as research participants. The data was collected through curriculum document analysis, observations, interviews, and tests for measuring critical and creative thinking skills in biochemistry laboratory activities. Curriculum analysis revealed that the majority of the procedures used in biochemistry laboratories are in cookbook lab-style format. A step-by-step laboratory procedure with a dominant expository method was observed during the teaching process, which was designed to develop only critical thinking skills. The results indicate that critical and creative thinking skills in biochemistry laboratory activities are at a low level, with the average scores obtained through the tests are 45.20% and 33.80%, respectively. Students’ motivation to study in the laboratory was found at a moderate level of 68.00%, suggesting a moderate desire to learn and the satisfaction experienced in the learning process and learning outcome.

Keywords: portraying critical, creative thinking skills, biochemistry laboratory activity

[1] Laurie R, Nanoyama-Tarumi Y, Mckeown R, Hopkins C. “Contributions of Education for Sustainable Development (ESD) to quality education: A synthesis of research,” vol. 10, no. 2, 226-242, 2016.

[2] Wahyudi A, Liliasari S, Supriyanti FM, Nahadi N. THE DEVELOPMENT AND VALIDATION OF CRITICAL AND CREATIVE THINKING SKILLS TEST IN ENZYME FOR UNDERGRADUATE CHEMISTRY STUDENTS. Unnes Science Education Journal. 2019;8(1):76–83.

[3] J. M. Sanchez, “Use of control charts and scientific critical thinking in experimental laboratory courses: How they help students to detect and solve systematic errors,” Journal of Chemical Education, vol. 98, no. https://doi.org/10.1021/acs.jchemed.0c00885., pp. 1822-1828, 2021.

[4] S. Schmidt, “Hands-on laboratory experience using adhesives for remote learning of polymer chemistry,” Journal of Chemical Education, vol. 98, no. https://doi.org/10.1021/acs.jchemed.0c01374., pp. 3153-3162, 2021.

[5] Li KY, Hau CS, Huang YC, Huang DF. A study of the influence of creative thinking instruction implemented in the engineering education “mold production practice” curriculum on the creativity of vocational high school students. Commun Comput Inf Sci. 2011;235(5):239–45.

[6] Zhou Q, Yan C, Zhao S, Liu L, Xing L. A preliminary investigation into critical thinking of in-service and pre-service middle school chemistry teachers in Shaanxi province of China. Asia-Pacific Forum on Science Learning and Teaching. 2012;13(2):1–13.

[7] Kline T. Psychological testing: A practical approach to design and evaluation. Thousand Oaks (CA): Sage Publications; 2005. https://doi.org/10.4135/9781483385693.

[8] DeVellis RF. Scale development: Theory and applications. 3rd ed. Thousand Oaks (CA): Sage; 2012.

[9] Quattrucci JG. Problem-based approach to teaching advanced chemistry laboratories and developing students’ critical thinking skills. J Chem Educ. 2018;95(2):259– 66.

[10] A. Rustaman, Pengembangan kompetensi (pengetahuan, keterampilan, sikap dan nilai) melalui kegiatan praktikum biologi, bandung: Pendidikan Biologi FPMIPA UPI, 2005.

[11] R. H. Ennis, “Critical thinking: Reflection and perspective part i. inquiry: Critical thinking across the disciplines,” 2011.

[12] J.-M. G. Rodriguez and M. H. Towns, “Modifying laboratory experiments to promote engagement in critical thinking by reframing prelab and postlab questions,” Journal of Chemical Education, vol. 95, no. https://doi.org/10.1021/acs.jchemed.8b00683., pp. 2141-2147, 2018.

[13] D. Boyd-Kimball and K. R. Miller, “From cookbook to research: Redesigning an advanced biochemistry laboratory,” Journal of Chemical Education, vol. 95, no. https://doi.org/10.1021/acs.jchemed.6b00722., pp. 62-67, 2017.

[14] G. E. DeBoer, “Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform,” vol. 37, no. (6):582-601, 2000. https://doi.org/10.1002/1098-2736(200008)37:6<582::AID-TEA5>3.0.CO;2-L.

[15] Kutlu N, Gokdere M. The effect of purdue model based science teaching on creative thinking. Int J Educ Res (Dhaka). 2015;3(3):589–99.

[16] Stephenson NS, Sadler-Mcknight NP. Developing critical thinking skills using the Science Writing Heuristic in the chemistry laboratory. Chem Educ Res Pract. 2016;17(1):72–9.

[17] Zhou Q, Huang Q, Tian H. Developing students ’ critical thinking skills by task-based learning in chemistry experiment teaching. Creat Educ. 2013;4(12):40–5.