Guided Discovery Learning-Based Chemistry E-Module and Its Effect on Students' Higher-Order Thinking Skills

This study aims to analyze the effectiveness of guided discovery learning-based e-modules in improving senior high school students' higher-order thinking skills. It belongs to quasi-experimental research with a non-randomized control-group pretest-posttest design. Three schools in Padang, Indonesia were chosen as the samples through a purposive sampling technique and experimental and control classes in each school were assigned based on the homogeneity of their previous academic score. Research instruments were a higher-order thinking cognitive test in the form of multiple-choice questions and worksheets put in the guided discovery learning-based e-module made for the topics of salt hydrolysis, electrolyte and nonelectrolyte solutions, and chemical elements. Students’ scores on the test were analyzed using the N-gain test and independent sample t-test. The results show that students’ higher-order thinking skills in the experimental classes were significantly higher than those in the control classes. Most students could fill in the worksheets in the e-modules whose problems were made in accordance to higher order thinking skills criteria. Interactive multiple representations that were integrated with learning materials in the e-modules helped students understand chemistry concepts. The ordered stages of guided discovery learning facilitated students to engage in learning, investigating and evaluating information to make conclusion; the attempts to train higher-order thinking skills. Therefore, it can be concluded that guided discovery learning-based chemistry e-module can effectively improve higher-order thinking skills of senior high school students.