Practicality Test of Learning Strategy on Chemistry Instrument Analysis to Improve Scientific Generic Thinking Skills

Abstract

Higher-order thinking skills in chemistry learning encompass a set of skills known as science generic skills. These skills are fundamental competencies that can be applied across various scientific disciplines and contribute to the success of scientists and science practitioners. The objective of this research is to develop a Problem-Based Learning-based VC-MER learning strategy that enhances students' science generic skills. The research aims to test the practicality of the VC-MER learning strategy, based on Problem-Based Learning, in improving students' science generic skills. The results indicate that the VC-MER learning strategy is feasible for use in the learning process and can be categorized as a practical learning strategy for implementing all stages of the VC-MER learning strategy.