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Abstract
[EXPERIMENT OF ENZYME KINETICS USING GUIDED INQUIRY MODEL FOR ENHANCING CREATIVE THINGKING SKILLS] Purpose of this study was enhancing creative thinking skills of students using guided inquiry model through experiments of enzyme kinetics based on local materials. Method of this research was quasi-experimental methods, with pretest-posttest nonequivalent control group design. Subjects of this study were chemistry students enrolled in biochemistry lab course, consisted of 18 students in the experimental class and 19 students in control class. Instrument in this study were essay test that involves 3 indikators of creative thinking skills (i.e. fluency, flexibility, and elaboration) and also student worksheets. The results showed that the experiments of kinetics enzyme using guided inquiry model have been enhance creative thinking skills in medium category with a value of N-gain average of 0.66. Two indikators classified in the high category are fluency and elaborationwith the value of N-gain 0,71. Meanwhile, indikator of flexibility in the medium category with a value of N-gain 0,56.
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References
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- Fakayode, S.O. Guided-inquiry laboratory experiments in the analytical chemistry laboratory curriculum. Anal Bioanal Chem. 2014:406,1267-1271.
- Gaddis B.A., dan Scoffstall A.M. Incorporating guided-inquiry learning into the organic chemistry laboratory. Journal of Chemical Education. 2007: 84,(5),848-851.
- Simonson S.R, dan Shadle S.E. Implementing process oriented guided inquiry learning (POGIL) in undergraduate biomechanics: lessons learned by a novice. Journal of STEM Education, 2013:14,(1),56-62.
- Tawil M., dan Liliasari. 2013. Berpikir Kompleks dan Implementasinya dalam Pembelajaran IPA. Makasar: Badan Penerbit UNM.
- Munandar U. 2009. Pengembangan Kreativitas Anak Berbakat (cetakan ketiga). Jakarta: Rineka Cipta.
- Awang H. & Ramli I. Creative thinking skill approach through problem-based learning: pedagogy and practice in the engineering classroom. International Journal of Social Sciences. 2008:3,(1),18–23.
References
Arias H., Lazo L., dan Canas F. Experimental activities in the laboratory of analytical chemistry under an inquiry approach. J. Chil. Chem. Soc. 2014:59,(4),2747-2752.
Qing Z., Jing G., dan Yan W. Promoting preservice teachers’ crirtical thinking skills by inquiry-based chemical experiment. Procedia-Social and Behavioral Sciences. 2011:2. 4597-4603.
Supasorn S,. dan Lordkam A. Enhancement of grade 7 students’s learning achievement of the metter separation by using inquiry learnig activities. Procedia-Social and Behavioral Sciences. 2014: 116.
Sesen B.A., dan Tarhan L. Inquiry-based laboratory activities in electrochemistry: high school students’ achievements and attitudes. Res Sci Edu.2013:43,413-435.
Xu H., dan Talanquer V. Effect of the level of inquiry on student interactions in chemistry laboratories. Journal Chemical Education. 2013:90,29-36.
Wenning Carl J. The levels of inquiry model of science teaching. J. Phys. Tchr. Educ. Online, 6(2), Summer 2011:9-16.
Bailey C.P., Minderhout V., dan Loertscher L. Learning transferable skills in large lecture halls: implementing a pogil approach in biochemistry. Biochemistry and Molecular Biology Education, 2012:40,(1),1-7.
Fakayode, S.O. Guided-inquiry laboratory experiments in the analytical chemistry laboratory curriculum. Anal Bioanal Chem. 2014:406,1267-1271.
Gaddis B.A., dan Scoffstall A.M. Incorporating guided-inquiry learning into the organic chemistry laboratory. Journal of Chemical Education. 2007: 84,(5),848-851.
Simonson S.R, dan Shadle S.E. Implementing process oriented guided inquiry learning (POGIL) in undergraduate biomechanics: lessons learned by a novice. Journal of STEM Education, 2013:14,(1),56-62.
Tawil M., dan Liliasari. 2013. Berpikir Kompleks dan Implementasinya dalam Pembelajaran IPA. Makasar: Badan Penerbit UNM.
Munandar U. 2009. Pengembangan Kreativitas Anak Berbakat (cetakan ketiga). Jakarta: Rineka Cipta.
Awang H. & Ramli I. Creative thinking skill approach through problem-based learning: pedagogy and practice in the engineering classroom. International Journal of Social Sciences. 2008:3,(1),18–23.