The aim of this study is to build a discovery teaching module on chemical balance to help senior high school students raise their critical thinking abilities. The discovery learning piece with a scientific approach is outfitted with education materials that contain provocation, where students are popularized to the problem, surpassed to solving the problem orderly. Teachers act as facilitators and motivators of pupil learning. This research was based on an remark that was found that the learning demand was not yet optimum to train students to think precariously. This study falls under the category of research and development that engages the Plomp Model, which has three stages: preliminary research, prototyping, and judgment. The assessment phase was completed activity in two schools, with students of everywhere academic ability sharing. The instrument used was a fault-finding thinking test consisting of nine essay questions. The results showed that create discovery knowledge module on chemical evenness was effective to improve fault-finding thinking skills, two together for students with everywhere academic ability.
Author(s) Details:
Sarita S. Rajan,
Department of Library & Information Science,
Annamalai University, Tamil Nadu, India.
Mohamed
Esmail,
Department
of Library & Information Science, Annamalai University, Tamil Nadu, India.
Please see the link here: https://stm.bookpi.org/RHLLE-V3/article/view/9586
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