The Effects of Instagram Media with Inquiry on Critical Thinking Skills in The Topic Reaction Rates

Roro Roudotul Rohmatin Rose, Sri Yamtinah, Maria Ulfa, Hayuni Widarti, Ari Syahidul Shidiq

Abstract

In the 21st century, social media has emerged as a potential educational tool to enhance learning outcomes and critical thinking skills. To explore this, a study assessed whether Instagram, employed as a learning media for inquiry-based chemistry learning, influences students' critical thinking abilities. The research adopted a quasi-experimental design, utilizing a pretest-posttest nonequivalent control group approach in eleventh-grade science classes across Senior High Schools in Surakarta. The research focused on reaction rates due to its abstract nature and visualization challenges. Random sampling was employed to select 72 students aged 16 to 18, divided into experimental and control groups. The research instrument encompassed 24 questions in pretest and posttest formats, comprising multiple-choice and essay-type questions. N-Gain analysis revealed a noteworthy increase in learning outcomes within the experimental group, registering a value of 0.79, surpassing the control group's value of 0.69. This underscores Instagram's efficacy as a learning tool, outperforming conventional teaching methods. Regarding critical thinking skills, the experimental group displayed the highest competence in indicators such as explanation, self-regulation, evaluation, analysis, and conclusion. The study establishes that when integrated into chemistry education with an inquiry-based model, Instagram positively impacts students' critical thinking skills, specifically about reaction rates. This research contributes novel insights into the application of Instagram for chemistry education and pioneers the examination of critical thinking skills within this context, enriching the domain of chemistry learning.

Keywords

Critical Thinking; Inquiry Learning Model; Instagram; Skills

Full Text:

PDF

References

[1] S. W. Al Idrus, A. A. Purwoko, S. Hadisaputra, and E. Junaidi, “Pengembangan Modul Praktikum Kimia Lingkungan Berbasis Green Chemistry Pada Mata Kuliah Kimia Lngkungan,” Jurnal Pijar Mipa, vol. 15, no. 5, pp. 541–547, 2020,
doi: 10.29303/jpm.v15i5.2171.

[2] H. Kristianto, Y. T. Atmodjo, and L. Gandajaya, “Pengembangan Mata Kuliah Industri Kimia Berkelanjutan Dengan Metode Pembelajaran Berbasis Masalah,” Jurnal Pendidikan Sains (Jps), vol. 7, no. 2, p. 179, 2019,
doi: 10.26714/jps.7.2.2019.179-187.

[3] J. Jumrodah, L. Liliasari, Y. H. Adisendjaja, and Y. Sanjaya, “Keterampilan Berpikir Kreatif Mahasiswa Calon Guru Biologi Pada Konsep Biota Laut Menuju Pembangunan Berkelanjutan Melalui Pembelajaran Berbasis Proyek,” Edu Sains: Jurnal Pendidikan Sains dan Matematika, vol. 9, no. 1, pp. 98–106, Jun. 2021,
doi: 10.23971/EDS.V9I1.2993.

[4] W. H. Rawung, D. A. Katuuk, V. N. J. Rotty, and J. S. J. Lengkong, “Kurikulum dan Tantangannya pada Abad 21,” Jurnal Bahana Manajemen Pendidikan, vol. 10, no. 1, pp. 29–34, Apr. 2021,
doi: 10.24036/JBMP.V10I1.112127.

[5] D. M. Anggraeni and F. B. Sole, “E-Learning Moodle, Media Pembelajaran Fisika Abad 21,” Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika |, vol. 1, no. 2, p. 57, 2018,

doi: 10.36312/e-saintika.v1i2.101.

[6] D. Shidiq, A. S. & Nasrudin, “The Elementary Teacher Readiness Toward STEM-Based Contextual Learning In 21st Century Era,” Ilkogretim Online, vol. 20, no. 1, pp. 145–156, 2021,

doi: 10.17051/ilkonline.2021.01.019.

[7] J. Taar and P. Palojoki, “Applying Interthinking For Learning 21st-Century Skills In Home Economics Education,” Learning, Culture, and Social Interaction, vol. 33, p. 100615, Apr. 2022,
doi: 10.1016/J.LCSI.2022.100615.

[8] N. Nuraini, J. A. Jend Yani, S. I. Ulu, and S. Selatan, “Profil Keterampilan Berpikir Kritis Mahasiswa Calon Guru Biologi Sebagai Upaya Mempersiapkan Generasi Abad 21,” Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi, vol. 1, no. 2, pp. 89–96, Sep. 2017,
doi: 10.32502/DIKBIO.V1I2.676.

[9] L. Nurmayani, A. Doyan, and S. P. V. N. Nyoman, “Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Hasil Belajar Fisika Peserta Didik,” JPPIPA, vol. 4, no. 2, 2018,

doi: 10.29303/jppipa.v4i2.113.

[10] M. Munawwarah, N. Laili, and M. Tohir, “Keterampilan Berpikir Kritis Mahasiswa dalam Memecahkan Masalah Matematika Berdasarkan Keterampilan Abad 21,” Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika, vol. 2, no. 1, pp. 37–58, Jun. 2020,
doi: 10.35316/alifmatika.2020.v2i1.37-58.

[11] M. Isnaini, L. Sekar Utami, and K. Anwar, “Pengaruh Media Instagram #Physics in My Live Model Blended Learning Pada Pembelajaran Fisika Terhadap Keterampilan Berpikir ‘Z Generation,’” Orbita, vol. 8, no. 1, pp. 181–187, 2022,

doi: 10.31764/orbita.v8i1.8657.

[12] I. W. Redhana and I. W. Redhana, “Model Pembelajaran Berbasis Masalah Dan Pertanyaan Socratik Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa,” Jurnal Cakrawala Pendidikan, vol. 0, no. 3, Jan. 2013,
doi: 10.21831/cp.v0i3.1136.

[13] Y. N. Nafiah and W. Suyanto, “Penerapan Model Problem-Based Learning Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Hasil Belajar Siswa,” Jurnal Pendidikan Vokasi, vol. 4, no. 1, Feb. 2014,
doi: 10.21831/JPV.V4I1.2540.

[14] A. S. Nurhayati, “Peran Media Jejaring Sosial Dalam Pembelajaran Abad 21,” Prosiding Temu Ilmiah Nasional Guru, vol. 1–9, no. November, pp. 632–641, 2016.

Google Scholar

[15] J. Jamaluddin, A. W. Jufri, A. Ramdani, and A. Azizah, “Profil Literasi Sains Dan Keterampilan Berpikir Kritis Pendidik Ipa Smp,” Jurnal Penelitian Pendidikan IPA, vol. 5, no. 1, Jan. 2019,
doi: 10.29303/JPPIPA.V5I1.185.

[16] A. Rosa-Castillo, O. García-Pañella, E. Maestre-Gonzalez, A. Pulpón-Segura, A. Roselló-Novella, and M. Solà-Pola, “Gamification On Instagram: Nursing Students’ Degree Of Satisfaction With And Perception Of Learning In An Educational Game,” Nurse Education Today, vol. 118, p. 105533, Nov. 2022,
doi: 10.1016/J.NEDT.2022.105533.

[17] W. Prihatiningsih, “Motif Penggunaan Media Sosial Instagram Di Kalangan Remaja,” Communication, vol. 8, no. 1, p. 51, 2017,
doi: 10.36080/comm.v8i1.651.

[18] F. S. Fujiawati and R. M. Raharja, “Pemanfaatan Media Sosial (Instagram) Sebagai Media Penyajian Kreasi Seni Dalam Pembelajaran,” JPKS (Jurnal Pendidikan dan Kajian Seni), vol. 6, no. 1, Apr. 2021,
doi: 10.30870/JPKS.V6I1.11602.

[19] I. Irwandani and S. Juariyah, “Pengembangan Media Pembelajaran Berupa Komik Fisika Berbantuan Sosial Media Instagram sebagai Alternatif Pembelajaran,” Jurnal Ilmiah Pendidikan Fisika Al-Biruni, vol. 5, no. 1, pp. 33–42, Apr. 2016,
doi: 10.24042/jpifalbiruni.v5i1.103.

[20] E. Dewi Pitaloka, M. Aprilizdihar, and dan Septiana Dewi, “Pemanfaatan Sosial Media Sebagai Sarana Pembelajaran Di Era Digital,” Journal Of Digital Education, Communication, And Arts (Deca), vol. 4, no. 02, pp. 101–110, Mar. 2021,
doi: 10.30871/DECA.V5I01.3717.

[21] E. W. Novianti and I. N. Arcana, “Pengembangan Media Pembelajaran berbasis Instagram pada Pokok Bahasan Grafik Fungsi untuk Siswa SMA,” vol. 8, no. 3, pp. 333–343, 2020.

Google Scholar

[22] E. Richter, J. P. Carpenter, A. Meyer, and D. Richter, “Instagram As A Platform For Teacher Collaboration And Digital Social Support,” Computers & Education, vol. 190, p. 104624, Dec. 2022,
doi: 10.1016/J.COMPEDU.2022.104624.

[23] I. P. Rahmawati, S. Yamtinah, S. B. Utomo, H. R. Widarti, and A. S. Shidiq, “Effect of Using Instagram Learning Media on Student Learning Outcomes Using the Discovery Learning Model on Reaction Rate Material,” Jurnal Penelitian Pendidikan IPA, vol. 9, no. 4, pp. 1805–1812, Apr. 2023,
doi: 10.29303/jppipa.v9i4.3320.

[24] H. Wijaya and Arismunandar, “Pengembangan Model Pembelajaran Kooperatif Tipe STAD Berbasis Media Sosial,” Jurnal Jaffray, vol. 16, no. 2, pp. 175–196, Oct. 2018,
doi: 10.25278/JJ71.V16I2.302.

[25] R. Kusumaningtyas, I. M. Sholehah, and N. Kholifah, “Peningkatan Kualitas Pembelajaran Guru Melalui Model dan Media Pembelajaran bagi Generasi Z,” Warta LPM, vol. 23, no. 1, pp. 54–62, Feb. 2020,
doi: 10.23917/warta.v23i1.9106.

[26] R. Perdana, A. Ashadi, and S. Yamtinah, “Pengembangan Modul Pembelajaran Kimia Sma/Ma Berbasis Inkuiri Terbimbing Pada Materi Pokok Hidrolisis Garam,” Prosiding SNPS (Seminar Nasional Pendidikan Sains), vol. 3, no. 0, pp. 205–214, 2016.

Google Scholar

[27] C. L. Lai, G. J. Hwang, and Y. H. Tu, “The Effects Of Computer-Supported Self-Regulation In Science Inquiry On Learning Outcomes, Learning Processes, And Self-Efficacy,” Educational Technology Research and Development, vol. 66, no. 4, pp. 863–892, Aug. 2018,
doi: 10.1007/S11423-018-9585-Y.

[28] N. Wayan Juniati and I. Wayan Widiana, “Penerapan Model Pembelajaran Inkuiri Untuk Meningkatkan Hasil Belajar IPA,” Jurnal Ilmiah Sekolah Dasar, vol. 1, no. 1, pp. 20–29, 2017.

Google Scholar

[29] H. Mu’alimah and I. Ishafit, “Pembelajaran Inkuiri Kolaboratif Daring Dengan Media Social Whats App Pada Kemampuan Komunikasi Terhadap Materi Kalor Bagi Peserta Didik Di Abad 21,” Prosiding SNPF (Seminar Nasional Pendidikan Fisika), vol. 0, no. 0, pp. 200–205, Aug. 2017.

Google Scholar

[30] A. Pujianto, D. Darsono, and P. Pujiati, “Pembelajaran Inkuiri untuk Meningkatkan Kemampuan Berpikir Kritis dan Prestasi Belajar IPS,” Jurnal Studi Sosial, no. 1, 2013.

Google Scholar

[31] W. Rahmawati, R., & Wikanengsih, “Respon Siswa Terhadap Pembelajaran Daring Materi Teks Eksplanasi Melalui Metode Inkuiri Berbantuan Media Sosial Instagram,” Parole: Jurnal Pendidikan Bahasa dan Sastra Indonesia, vol. 4, no. 5, 2021,

doi: 10.22460/p.v4i3p%25p.7387.

[32] N. C. Safitri, E. Nursaadah, and I. E. Wijayanti, “Analisis Multipel Representasi Kimia Siswa pada Konsep Laju Reaksi,” EduChemia (Jurnal Kimia dan Pendidikan), vol. 4, no. 1, Jan. 2019,
doi: 10.30870/educhemia.v4i1.5023.

[33] S. Juliana, “Penerapan Model Pembelajaran Inkuiri Terbimbing Untuk Meningkatkan Hasil Belajar IPA Siswa Kelas VIII Semester II SMPN 5 Siak Kecil Kecamatan Siak Kecil Kabupaten Bengkalis,” Jurnal PAJAR (Pendidikan dan pengajaran), vol. 2, no. 4, pp. 530–539, 2018,

doi: 10.33578/pjr.v2i4.5694.

[34] N. C. Facione and P. A. Facione, “Externalizing The Critical Thinking In Knowledge Development And Clinical Judgment,” Nursing Outlook, vol. 44, no. 3, pp. 129–136, May 1996,
doi: 10.1016/S0029-6554(06)80005-9.

[35] A. M. Rohim and D. Yulianti, “Pembelajaran Fisika Berbantuan Aplikasi Instagram untuk Meningkatkan Motivasi dan Hasil Belajar Siswa,” Unnes Physics Education Journal, vol. 9, no. 2, pp. 149–157, 2020,

doi: 10.15294/upej.v9i2.41921.

[36] M. J. Gomez-Ortiz, E. Domínguez Romero, and J. Bobkina, “Instagram As A Learning Tool To Improve Technical Vocabulary For Sports Science Students,” Journal of Hospitality, Leisure, Sport & Tourism Education, vol. 32, p. 100416, Jun. 2023,
doi: 10.1016/J.JHLSTE.2022.100416.

[37] N. W. D. Suarsini, I. G. A. Wesnawa, and I. W. Kertih, “Pengembangan Media Pembelajaran Geografi Berbasis Media Sosial Instagram Untuk Peningkatan Motivasi Dan Hasil Belajar Siswa,” Jurnal Pendidikan IPS Indonesia, vol. 4, no. 2, pp. 72–81, Nov. 2020,
doi: 10.23887/PIPS.V4I2.3386.

[38] H. M. Jatmika, “Pemanfaatan Media Visual dalam Menunjang Pembelajaran Pendidikan Jasmani di Sekolah Dasar,” Jurnal Pendidikan Jasmani Indonesia, vol. 3, no. 1, 2005,
doi: 10.21831/JPJI.V3I1.6176.

[39] W. Pertiwi, “Pengembangan Media Pembelajaran Digital Berbasis Instagram untuk Meningkatkan Hasil Belajar Peserta Didik Kelas IV Sekolah Dasar,” Jurnal Imiah Pendidikan dan Pembelajaran, vol. 6, no. 2, pp. 402–414, 2022.

Google Scholar

[40] V. A. Khasana, H. Setiyawan, and N. Desiningrum, “Pengaruh Aplikasi Instagram Terhadap Hasil Belajar Siswa Kelas V Mata Pelajaran Matematika Materi Volume Bangun Ruang Di SDN Bakung Temenggungan Balongbendo Sidoarjo,” Child Education Journal, vol. 2, no. 2, pp. 83–91, 2020,
doi: 10.33086/cej.v2i2.1590.

[41] R. Al Zoubi, “The Impact Of Media And Information Literacy On Acquiring The Critical Thinking Skill By The Educational Faculty’s Students,” Thinking Skills and Creativity, vol. 39, p. 100782, Mar. 2021,
doi: 10.1016/J.TSC.2020.100782.

[42] D. N. Agnafia, “Analisis Kemampuan Berpikir Kritis Siswa Dalam Pembelajaran Biologi,” Florea : Jurnal Biologi dan Pembelajarannya, vol. 6, no. 1, pp. 45–53, May 2019,

doi: 10.25273/florea.v6i1.4369.

[43] A. Ramdani, A. W. Jufri, J. Jamaluddin, and D. Setiadi, “Kemampuan Berpikir Kritis dan Penguasaan Konsep Dasar IPA Peserta Didik,” Jurnal Penelitian Pendidikan IPA, vol. 6, no. 1, pp. 119–124, Jan. 2020,
doi: 10.29303/JPPIPA.V6I1.388.

[44] T. A. Sari, S. Hidayat, B. Azwar, and A. Harfian, “Analisis Keterampilan Berpikir Kritis Siswa SMA Di Kecamatan Kalidoni Dan Ilir Timur Ii Analysis of Critical Thinking Skills of High School Students in Kecamatan Kalidoni and Ilir Timur Ii,” Bioma, vol. 7, no. 2, pp. 183–195, 2018,

doi: 10.26877/bioma.v7i2.2859.

[45] Susilowati, Sajidan, and M. Ramli, “Analisis Keterampilan Berpikir Kritis Siswa Madrasah Aliyah Negeri di Kabupaten Magetan,” Prosiding SNPS (Seminar Nasional Pendidikan Sains), vol. 21, no. 2000, pp. 223–231, 2017.

Google Scholar

[46] C. O’Reilly, A. Devitt, and N. Hayes, “Critical Thinking In The Preschool Classroom - A Systematic Literature Review,” Thinking Skills and Creativity, vol. 46, p. 101110, Dec. 2022,
doi: 10.1016/J.TSC.2022.101110.

[47] H. Hunaepi, L. Firdaus, T. Samsuri, E. Susantini, and R. Raharjo, “Implementasi Worksheet Inkuiri Terintegrasi Kearifan Lokal Untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa,” Bioscientist : Jurnal Ilmiah Biologi, vol. 8, no. 1, p. 158, 2020,
doi: 10.33394/bjib.v8i1.2697.

[48] M. Mayarni and Y. Yulianti, “Hubungan antara Kemampuan Berpikir Kritis dengan Kemampuan Berpikir Kreatif Siswa pada Materi Ekologi,” PENDIPA Journal of Science Education, vol. 4, no. 3, pp. 39–45, 2020,
doi: 10.33369/pendipa.4.3.39-45.

[49] D. Maslakhatunni’mah, L. B. Safitri, and D. N. Agnafia, “Analisis Kemampuan Berpikir Kritis pada Mata Pelajaran IPA Siswa Kelas VII SMP,” Seminar Nasional Pendidikan Sains 2019, pp. 179–185, 2019.

Google Scholar

[50] Ariza Rahmadana Hidayati, Wirawan Fadly, and Rahmi Faradisya Ekapti, “Analisis Keterampilan Berpikir Kritis Siswa pada Pembelajaran IPA Materi Bioteknologi,” Jurnal Tadris IPA Indonesia, vol. 1, no. 1, pp. 34–48, 2021,
doi: 10.21154/jtii.v1i1.68.

[51] R. Priyadi, A. Mustajab, M. Z. Tatsar, and S. Kusairi, “Analisis Kemampuan Berpikir Kritis Siswa SMA Kelas X MIPA dalam Pembelajaran Fisika,” JPFT (Jurnal Pendidikan Fisika Tadulako Online), vol. 6, no. 1, pp. 53–55, Mar. 2018.

Google Scholar

[52] B. Benyamin, Abd. Qohar, and I. M. Sulandra, “Analisis Kemampuan Berpikir Kritis Siswa SMA Kelas X Dalam Memecahkan Masalah SPLTV,” Jurnal Cendekia : Jurnal Pendidikan Matematika, vol. 5, no. 2, pp. 909–922, Apr. 2021,
doi: 10.31004/CENDEKIA.V5I2.574.

[53] M. Paristiowati, E. V. Nanda, N. A. Putri Hasibuan, and M. Z. Ilmana, “Analysis of Students’ Critical Thinking Skills by Applying Flipped Classroom Learning Model using Powtoon Application on The Topic of Salt Hydrolysis,” JKPK (Jurnal Kimia dan Pendidikan Kimia), vol. 7, no. 3, p. 379, Dec. 2022,
doi: 10.20961/jkpk.v7i3.67802.

[54] M. Arif, M. Hayudiyani, and medika risnasari, “Identifikasi Kemampuan Berpikir Kritis Siswa Kelas X Tkj Ditinjau Dari Kemampuan Awal Dan Jenis Kelamin Siswa Di SMKN 1 Kamal,” Jurnal Ilmiah Edutic : Pendidikan dan Informatika, vol. 4, no. 1, pp. 20–27, Nov. 2017,
doi: 10.21107/EDUTIC.

[55] M. A. Khairi and J. Ikhsan, “Development of Guided Inquiry-Based Electronic Modules and Its Effects on Students’ Chemical Literacy,” JKPK (Jurnal Kimia dan Pendidikan Kimia), vol. 7, no. 2, p. 181, Aug. 2022,
doi: 10.20961/jkpk.v7i2.62319.

[56] G. Dwiyanti, A. Suryatna, and M. Nurhayati, “Optimization Experimental Procedure and Setup of a Guided Inquiry Laboratory Worksheet of Transesterification Reaction on Biodiesel Production,” JKPK (Jurnal Kimia dan Pendidikan Kimia), vol. 3, no. 1, p. 38, May 2018,

doi: 10.20961/jkpk.v3i1.11878.

[57] S. Tiaradipa, I. Lestari, M. H. Effendi, and M. Rusdi, “The Development of Scaffolding in Inquiry-Based Learning to Improve Students’ Science Process Skills in The Concept of Acid and Base Solution,” JKPK (Jurnal Kimia dan Pendidikan Kimia), vol. 5, no. 2, p. 211, Aug. 2020,
doi: 10.20961/jkpk.v5i2.42420.

DOI: https://doi.org/10.20961/jkpk.v8i2.74224

Refbacks

  • There are currently no refbacks.


Bookmark and Share