Exploring the Impact of Teaching Strategies on Students' Critical Thinking Skills in Chemistry

Abstract

The low level of students' critical thinking skills in chemistry learning remains a challenge at the high school level. This issue stems from the lack of implementation of learning models that encourage students to think analytically and reflectively. This study aims to describe the analysis of students' critical thinking skills through the implementation of the discovery learning model in Grade XI chemistry classes. The study employs a qualitative research method with a descriptive-analytical approach. The research subjects include chemistry teachers and students, while the research object focuses on students' critical thinking skills during the learning process. Data were collected through observations, interviews, and document analysis. The data analysis techniques applied include triangulation, member checking, audit trails, and credibility checks to ensure the validity of the findings. The study's results indicate differences in students' critical thinking skill levels during the learning process with the discovery learning model. Some critical thinking indicators, such as the ability to analyze information and provide logical arguments, were not optimally demonstrated by students. Classroom interaction differences also influenced learning outcomes. Teacher 1 implemented multi-directional interaction that encouraged active discussions, while Teacher 2 tended to use one-way interaction that limited student participation. The teaching skills of the teachers played a significant role in facilitating the development of students' critical thinking skills. The study concludes that the discovery learning model can enhance students' critical thinking skills if supported by effective interaction and adequate teaching abilities.