Amyza Almathia Rohim, Suharti Suharti, Herunata
This study examines the effectiveness of a scientific approach in enhancing students' higher-order thinking skills (HOTS) in the context of salt hydrolysis learning. Using a quasi-experimental pretest-posttest control group design, 71 grade XI students participated - 36 in the experimental group and 35 in the control group - during the 2023/2024 academic year. The experimental group received instruction using the scientific approach, which integrates observing, questioning, data collection, associating, and communicating. The control group received conventional instruction, which consisted primarily of lectures and guided discussions. Salt hydrolysis was chosen due to its cognitive demands in analysing chemical reactions and evaluating factors affecting solution pH. Results showed a significant improvement in HOTS in the experimental group compared to the control group (p < 0.05), with average post-test scores of 62.42 and 35.91, respectively. These findings support the integration of curriculum-oriented scientific approaches to foster critical and analytical thinking in chemistry education. © Published under licence by IOP Publishing Ltd.
Departement of Chemistry, Universitas Negeri Malang, Malang, Indonesia
