The Effect of Cooperative Learning Activity in Blossoms Lesson towards Students’ Critical Thinking in Learning Chemistry

Abstract

One of the major barriers that students faced to learn Chemistry is their misconception that memorizing facts and formulas is equivalent to learning. Many studies found that the traditional classes for students were follow a prescribed experimental procedure over a set time. However, the level of learning is limited, and the students are unclear of the aims and how they can apply knowledge that has been learned. In addition, the traditional chemistry classes often leave little room for creativity or contextualization, and as a result, the ability for students to think critically in classroom is impossible to happen. Therefore some research proved that students who performed poorly at the beginning of the course with lower critical thinking have made an improvement much less likely to improve their critical thinking skills while the technology elements such as graphics, animations and videos implemented in teaching and learning in classroom. Thus, this study attempts to investigate the approaches that influence the successful used of BLOSSOMS video in learning Chemistry classroom by integrating cooperative approach by Johnson, Johnson & Smith (1991). This quantitative study involved 29 students and the BLOSSOMS video that selected to be used is "Why Neutralize" which covers the neutralization concept that result from the reaction of acids and bases. The results revealed that almost 97% of students passed the Watson Glaser Critical Thinking Appraisal (WGCTA) Test with Level 4 which is Practicing Thinker and above. Therefore, it can be concluded that learning by BLOSSOMS video have a positive impact on the students not only in academic achievement but also able to inculcate students’ critical thinking.