IMPROVING STUDENTS^ CRITICAL THINKING SKILLS THROUGH LESSON STUDY ON PROJECT-BASED LEARNING IN SEPARATION CHEMISTRY COURSE Dedeh Kurniasih (a*)
a) Prodi Pendidikan Kimia, FKIP, Universitas Muhammadiyah Pontianak, *dedeh.kurnia9[at]gmail.com
Abstract
Separation Chemistry is a course in the fourth semester in the Chemistry Education Study Program. This course is close to the proof of the concept of chemical analysis methods through experimental activities. Experimental activities carried out by students can develop activity. researchers used Google Classroom as a learning media and project assignments were used to improve students^ critical thinking skills in separation chemistry courses. This type of research is a Classroom Action Research conducted with Lesson Study. Data collection techniques used were observation, documentation study, and tests. Implementation of the application of project-based learning models through Google Classroom media from the first cycle to the second cycle. The sample was 10 students who took the separation chemistry course. The data in this study are in the form of learning implementation results, student project results in designing experimental chemical separation methods by extraction and chromatography including planning, implementing and reporting activities, as well as the results of critical thinking skills tests through the results of project assignments. The results of the study showed an increase in the learning process, project results and students^ critical thinking skills in the first and second cycles, respectively, namely 77% to 85%, 57% to 85%, and 63.8% to 70.8%. Based on these results, it is concluded that the application of a project-based learning model through google classroom can improve the thinking skills of students in the Chemistry education study program FKIP Muhammadiyah University of Pontianak in the Separation Chemistry course.
