Sutrisno, Galo Ayu Megga Nanda, Hayuni Retno Widarti
Learning of Chemistry in any level of education should be in accordance with the characteristics of chemistry, namely as a science based on investigation or inquiry. Therefore, learning of chemistry should be done by inquiry. Many learning of chemistry have been developed by inquiry, especially guided inquiry. One of the guided inquiry based chemistry learning strategy innovations is the OE3R (Orientation - Exploration - Explanation - Elaboration - Reflection) Strategy, for learning Molecular Shape in High School. The objectives of implementation of OE3R Strategy on learning Molecular Shape are to determine the effectiveness of the model in the form of students' conceptual understanding. There are two levels of measurable conceptual understandings, i.e., HOTS (Higher Order Thinking Skill) and LOTS (Lower Order Thinking Skill). This study was conducted in High School in Malang, Indonesia using a Quasi-Experimental Design for two treatment groups. The two treatment groups were the Experimental Group (36 students) who studied the topic with the OE3R Strategy and the Control Group (35 students) who studied with Non-OE3R Strategy (Conventional Strategy). Whether there is a difference or not in conceptual understanding achievements of the two groups was assessed by using a post-test and the data were then analyzed statistically with Mann-Whitney U-test. It was found that the conceptual understanding achievements of the students who studied with the OE3R Strategy a were higher than those of the students who studied with the Non-OE3R Strategy, both at HOTS and LOTS levels. Each group scored 88.57% and 83.93% respectively for the Experimental Groups, and 66.12% and 76.43% respectively for the Control Groups. These results indicate that the OE3R Strategy is effective for Chemistry Learning in High School, for the Concept of Molecular Shape. © 2020 Author(s).
Faculty of Mathematics and Natural Sciences, Universitas Negeri, Malang, Indonesia
