JTK: Jurnal Tadris Kimiya 5, 2 (December 2020): 178-186

Website: http://journal.uinsgd.ac.id/index.php/tadris-kimiya/index
ISSN 2527-9637 (online) ISSN 2527-6816 (print)

EFFECTIVENESS OF INQUIRY-BASED LEARNING TOWARDS

MASTERING THE CONCEPT OF UNSATURATED HYDROCARBONS
IN UNDERGRADUATE STUDENTS

Helda Lupita Septyastuti1, Sutrisno1* and Hayuni Retno Widarti1

1
Department of Chemistry, Universitas Negeri Malang, Jl. Semarang No. 5 Malang, 65145,
Indonesia
*
E-mail: [email protected]

Received: 16 October 2020; Accepted: 15 November 2020; Published: 31 December 2020

___________________________________________________

ABSTRACT

Inquiry learning can be applied to chemistry learning at any level of education. This is according to the
characteristics of chemistry, which is based on empirical evidence for real-world study. One of the topics
studied in Organic Chemistry Lecture is an unsaturated hydrocarbon that discussed the structure,
nomenclature, properties, manufacture, and usability. There are various models or strategies of inquiry for
chemistry learning, especially guided inquiry. One of the guided inquiry-based chemistry learning strategy
innovations is the OE3R (Orientation - Exploration - Explanation - Elaboration - Reflection) strategy for various
education levels, high schools, and universities. This research aimed to determine the effectiveness of guided
inquiry-based learning with OE3R strategy in undergraduate students’ conceptual understanding of the
Unsaturated Hydrocarbon concept. The research using a Quasi Experiment with a pretest-posttest control
group design. Conceptual understanding with OE3R Strategy proven to be better than Expository Strategy.
This can be seen from achieving minimum completeness criteria, which is 92.3% for OE 3R and 72.2% for
expository. It can also be seen from the N-gain value for the OE3R Strategy (0.43), which is significantly better
than the Expository Strategy (0.27).

Keywords: conceptual understanding, inquiry-based learning, OE3R strategy, unsaturated hydrocarbon

DOI: http://doi.org/10.15575/jtk.v5i2.9078

1. INTRODUCTION A comprehensive understanding of the

chemistry learning process concepts involves
Chemistry is a science that focuses on nature, three levels of representation: macroscopic,
reactions changes, and its energy that submicroscopic, and symbolic (Talanquer et
accompanies compositions and structures. al., 2011). Macroscopic representation is a
Based on these characteristics, chemistry has chemical representation through real
various concepts: abstract concepts, concrete observation of a phenomenon that can be
concepts, and defined concepts. Organic sensed. Submicroscopic representation is a
Chemistry studies at the university level chemical representation that explains a
discuss several topics. One of them is reviewed phenomenon from the molecular
unsaturated hydrocarbons. Unsaturated level. Symbolic representation is a chemical
hydrocarbon topics are alkenes, alkynes, and representation toward converting a substance
benzenes, focusing on structures, into chemical formulas, reaction equality, or
nomenclatures, natures, manufacture, and charts.
usefulness. This topic has all three
characteristics of the concept. To understand Understanding the concept of chemistry can
the concept well, the three characteristics of be seen based on students’ ability to connect
the concept must be combined in its entirety. and transfer these three-representations into
different situations. For instance, in one of
 H. L. Septyastuti, Sutrisno & H. R. Widarti Efectiveness of Inkuiri-based Learning
towards Mastering the Concept of Unsaturated
Hydrocarbons in Undergraduated Students

petroleum, it is solar. In macroscopic learning, the teacher acts as a facilitator during

strategy towards
representations, it is understood that solar is the learning process to ask about concepts or
mastering the concept
liquid and flammable. Sub-microscopic problems related to the learning material. In
of
representations are in the perfect combustion addition, teachers should be able to create a
diesel process, i.e., solar reactions with conducive environment for learning.
oxygen that produces carbon dioxide and
unsaturated
moisture. This level involves the concept of This learning model invites students’ to
Hydrocarbons in
reasoning the disconnection of hydrocarbon understand science through scientific
undergraduated
chains in a diesel by oxygen molecules and methods aiming to understand the concept
students’
establishing new compounds of carbon that is informative and involves student
dioxide gas and water vapor. Symbolic activities in building an understanding of
representations can be written in reaction concepts (Magfirah et al., 2019). Chemistry
equations, there is 2C12H26(l) + 37O2(g) → learning involves students’ activities and skills
24CO2 (g) + 26H2O(l). to understand better the knowledge students’
want to know (Haury, 2015). Inquiry-based
In order to be able to understand the learning has to involve each learner in his/her
macroscopic, sub-microscopy, and symbolic meaningful, appropriate, and truth-based
representations fully, strategic movement is learning activities so that learners will
needed. This movement can be seen as six understand the true nature of science as a
domains of science, namely concepts, process, product, and attitude (Masruroh et
processes, applications, attitudes, creativity, al., 2019). Inquiry learning activities focus on
and the nature of science (Enger et al., 2009). the essential concepts and processes to
The role of the science domain contains encourage and foster a deep understanding of
elements of exploring and investigating how the material (Alhudaya et al., 2018).
scientists work and think. Thus from this
domain, it is assumed that knowledge is found There are various models of guided chemical
and obtained, so the science process is learning strategies, including (1) Process
frequently designed as inquiry skills. Oriented Guided Inquiry Learning (POGIL)
(Hanson et al., 2006); (2) The Model Observe
Inquiry learning is an observed based learning Reflect Explain (MORE) Thinking Frame
process that invites students’ to carry out (Mattox et al., 2006); (3) Five Stages
scientific processes as scientist study nature, according to Wenning: Observation–
allowing them to use all their competencies to Manipulation–Generalization–Verification-
discover the concept itself (Nugraha et al., Application (Wenning, 2005); (4) Five Stages
2016; Panasan et al., 2012). Inquiry teaches according to Pedaste, i.e., Orientation–
skills such as problem-solving, critical Conceptualization–Investigation–Conclusive-
thinking, integrating science process skills, Discussion (Manoli et al., 2015); and (5) OE3R
learning through groups cooperatively, using Strategy (Sutrisno, 2018).
high-level thinking skills, manipulating and
measuring skills, using mathematical Based on several studies, it shows that guided
operation, and communicating (Iskandar, inquiry learning can improve conceptual
2015). understanding and learning achievements in
chemistry (Lin et al., 2016), improve mastery
Based on those skills that can be trained of concepts and attitudes towards science
above, students’ are required to be active in (Zeidan et al., 2015), provide significant
learning. In accordance with the results on the achievement of mastery of
characteristics of the science learning learning concepts (Supasorn et al., 2014), and
process, there are (1) engage in scientific improve students’ learning understanding of
questions; (2) prioritize evidence; (3) chemistry, skills, and attitudes attitudes
formulate explanations based on evidence; (4) (Sesen et al., 2013).
evaluate the explanation in accordance with
scientific concepts; and (5) communicate and The inquiry-based learning strategy
justify claims of knowledge (NRC, 2000). In implemented in this research is executed

179 Jurnal Tadris Kimiya 5, 2 (December 2020): 178-186

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 H. L. Septyastuti, Sutrisno & H. R. Widarti Efectiveness of Inkuiri-based Learning
towards Mastering the Concept of Unsaturated
Hydrocarbons in Undergraduated Students

based on three representation and six science 2. RESEARCH METHOD

strategy towards
domains, namely the OE3R Strategy. The
mastering the concept
OE3R strategy stands for the initial letter of The design of thisof study uses Quasi
each stage, namely Orientation-Exploration- Experiment with pre-test post-test control
Explanation-Elaboration-Reflection. group design research model. This research
was conducted on students’ of the bachelor -
unsaturated
The learning stages with the OE3R Strategy in Chemistry Study Program, Department of
Hydrocarbons in
terminology are easy to understand and reflect Chemistry, FMIPA of undergraduated Negeri
Universitas
the learning activities carried out to be Malangstudents’
in September - October 2019. The
convenient to implement. The purpose of this samples were taken using convenience
study is to find out the effectiveness of inquiry- sampling techniques. This study has two
based learning guided by the OE3R Strategy groups, namely the learning experiment group
towards mastering student concepts on the using the OE3R Strategy and the control group
unsaturated hydrocarbons topic. with the Expository Strategy. The research
model can be seen in Table 1.

Table 1. Pre-test Post-test Only Control Group Design

Groups Pre-test Treatments Post-test
Experiment O1 X1 O1
Control O1 X2 O1

Descriptions: that the assessment instrument has excellent

XI: Learning Process with OE3R Strategy validity.
X2: Learning Process with Expository
Strategy The data was gained from pre-test and post-
O1: Early Test before treatment and test after test results in the experimental group and
treatment in OE3R Strategy and control group. To find out the difference in
Expository Strategy students’ mastery concept hypothesis test
was conducted using a t-test. However, the
This research uses two types of instruments; first performed prerequisite test analysis is a
there are treatment instruments and normality test and homogeneity test. The
measurement instruments. Treatment improvement of student concept mastery in
instruments consist of RPPS (Semester both groups is determined using the analysis
Learning Implementation Plan) and MFI of the N-gain score.
(Student Worksheet). Meanwhile,
measurement instruments include a concept 3. RESULT AND DISCUSSION
mastery test instrument that amounts to 45
items of selected-response type test with The data used to determine the difference in
multiple-choice, reasoned multiple-choice, students’ mastery concepts was obtained from
and completely reasonable. Before use, the post-test scores on unsaturated hydrocarbons
instrument was tested for the validity of its topics (alkenes, alkynes, and benzene). The
contents by two chemistry lecturers of FMIPA detailed scoring result of students’ mastering
UM. The validity of the assessment concepts in both groups can be found in Table
instrument's contents is 88.52, which indicates 2.

Table 2. The Scoring Result of Students’ Mastery Concepts on Unsaturated Hydrocarbon Topic
Students’ with a score above
Maximum Minimum
Groups Averages the pass minimum value SD
Score Score
(≥55)
Experiment 67.54 24 83 53 8.48
Control 57.33 13 72 33 9.57

180 Jurnal Tadris Kimiya 5, 2 (December 2020): 178-186

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 JTK: Jurnal Tadris Kimiya 5, 2 (December 2020): 178-186
Website: http://journal.uinsgd.ac.id/index.php/tadris-kimiya/index
ISSN 2527-9637 (online) ISSN 2527-6816 (print)

Before the hypothesis test, the analysis's different or not. The similarity test results of
prerequisite test is carried out in advance, two average students’ mastery concepts
namely the homogeneity test and normality obtained a significance value greater than
test. The test results of homogeneity and 0.05. The value indicates that there is no
normality can be seen in Table 3. In addition, difference in concept mastery pre-test data.
two average similarity tests were also
conducted, presented in Table 4. Differences in conceptual mastery are
determined by parametric statistical analysis
Table 3. The Result of Homogeny and (t-test) with a significance of 0.05. Hypothetical
Normality Tests in Students’ Mastery test results are presented in Table 5.
Concepts
Significance Score Table 5. The Data Result of t-test in Mastery
Groups Normality Homogeny Concepts
Test Test Variables Score t-count Score t-table
Experiment 0.872 Mastering
0.994 3.725 1.682
Control 0.756 Concepts

Table 4. The Result of Experimental Similarity Based on the results of the t-test above shows
between Two Averages of Students’ that the research hypothesis is accepted.
Mastery Concepts Thus, there are differences in students’
Significance
Groups Conclusion mastery concepts with OE3R Strategy and
Score
The pre-test data
Expository Strategy. In addition, the difference
Experiment
Control of mastering was shown from the average score with a
0.535 concepts is not superior OE3R Strategy (67.54) compared to
different in the the Expository Strategy (57.33), and the
two groups. number of students’ who scored above the
minimum pass score for the OE3R Strategy
Normality test results obtained the was 92.31%. In comparison, the Expository
significance value of both groups greater than Strategy was 72.22%. These results are in
0.05. The value indicates that the data accordance with Imas et al. research that the
distribution of the experimental group as well OE3R Strategy has a good impact on mastery
as the control group, is normal. Homogeneity of the concept of learning (Imas et al., 2020).
test results obtained the significance value of
both groups greater than 0.05. The value The data used to determine the improvement
indicates that the experimental group's data of students’ mastery concept was obtained
distribution and the control group has a from pre-test and post-test values on the
homogeneous variant. unsaturated hydrocarbons topic (alkenes,
alkynes, and benzene). The improvement of
The similarity test of the two average students’ students’ mastery concept is determined using
mastery concepts is used to find out whether N-gain score analysis. N-gain score test result
the pre-test scores of the two groups are data can be seen in Table 6.

Table 6. The Data Result of N-gain score in Students’ Mastery Concepts

Groups Pre-Test Averages Post-Test Average Gain Score Characteristics
Experiment 41.42 67.54 0.43 Middle
Control 41 57.33 0.27 Low

Based on the analysis results, it is obtained an concepts with the OE3R Strategy falls into the
average value of N-gain with the OE3R medium category. In the Expository Strategy,
Strategy of 0.43 while the Expository Strategy the improvement of students’ mastery concept
of 0.27. The analysis of average N-gain values belongs to the low category. These results are
showed that the increase in mastery of student in line with Sutrisno et al., who says that the
 H. L. Septyastuti, Sutrisno & H. R. Widarti Efectiveness of Inkuiri-based Learning
towards Mastering the Concept of Unsaturated
Hydrocarbons in Undergraduated Students

OE3R Strategy is superior in improving inquiry-based learning also makes learners

strategy towards
learning mastery concepts to Conventional get a concrete learning experience by
mastering the concept
Strategies (Sutrisno et al., 2018). Inquiry- interacting and observing objects directly, so
of
based learning emphasizes the learning learning becomes more interesting (Khanifah
process using the scientific steps in the et al., 2012).
science process skills so that the mastery
unsaturated
concept can be well-formed (Kurniawati et al., The OE3R strategy was developed based on
Hydrocarbons in
2016). hybridization in three levels of representation
undergraduated
and six domains of science. Three levels of
students’
The application of learning strategies with representation (macroscopic, sub-
certain syntax/stages requires students’ to microscopy, and symbolic) can connect
actively conduct the learning process to students’ understanding of chemical concepts,
impact the formation of the concept of material then the interconnection of the three
so that the mastery of the student concept will representations can help improve students’
be better when there are certain learning conceptual understanding. Based on six
strategies. At the students’ training orientation science domains, concepts are central to
stage, it is aimed students’ to associate new science, and students’ understanding is
information received with relevant concepts essential to success in learning. In science
that have been contained in their cognitive learning, especially chemistry, physical
structure to stimulate students’ curiosity activity is required in lab-based or non-lab
towards the concept. Exploration phase, investigation processes to understand
making students’ active to collect data, facts, concepts (Sutrisno et al., 2020). The result of
the information in their cognitive structure. the investigation process can be constructed
This causes an imbalance in the processing of into a whole concept. At the elaboration stage,
information so that students’ try to interpret the training the concepts that have been obtained
data that has been obtained into new to be applied to new problems in the same
knowledge for them. At the explanation stage, context. Besides that, the concept's
students’ develop and analyze concepts application is verification of students’ attitudes
based on facts, data, information obtained toward the learning process. In addition,
from the exploration stage so that a conclusion students’ have also had creativity and the
is obtained to the concept studied (Rahmawati nature of science to apply the concept overall.
et al., 2018). The activity will provide This is where the implications of the stage of
meaningful learning and help students’ to reflection. Several studies have also shown
understand the concept as a whole (Widarti et that inquiry-based learning has a positive
al., 2018). influence on improving the mastery of learning
science process concepts and skills
The OE3R strategy is one of the inquiry-based (Alhudaya et al., 2018; Ambarsari et al.,
learning strategies. Inquiry-based learning can 2013; Simsek et al., 2010), having a good
train students’ to observe, collect, analyze, impact on higher-order thinking skills (HOTS)
synthesize, and make conclusions. It has the and LOTS (lower-order thinking skills) of
impact to develop problem-solving skills and learners (Izzatin et al., 2018; Putri et al., 2018;
make learning more meaningful (Andrini, Sutrisno, et al., 2020), and improving
2016; Glackin et al., 2017; Villagonzalo, 2014). understanding of science and academic
The exploration and discovery phase of achievement (Azizmalayeri et al., 2012; Chan
concepts in inquiry-based learning helps et al., 2012; Margunayasa et al., 2019).
students’ find relevant information from
various sources. It directs them to find concept
patterns based on the results of the
information obtained to help develop concept
mastery (Hanson et al., 2006). These steps in
inquiry-based learning can encourage
learners to improve their thinking skills
(Sulistyowati et al., 2020). The application of

182 Jurnal Tadris Kimiya 5, 2 (December 2020): 178-186

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 H. L. Septyastuti, Sutrisno & H. R. Widarti Efectiveness of Inkuiri-based Learning
towards Mastering the Concept of Unsaturated
Hydrocarbons in Undergraduated Students

4. CONCLUSION strategy towards

mastering the concept
Inquiry-based learning with the OE3R Strategy of
effectively implements students’ mastery
concept on unsaturated hydrocarbons topics
(alkenes, alkynes, and benzene). The number unsaturated
of students’ who scored above the minimum Hydrocarbons in
graduation rate with the OE3R Strategy was undergraduated
92.3%, while in the Expository Strategy, it was students’
72.2%. Similarly, there was an increase in
concept mastery with an N-gain of 0.43 in the
OE3R Strategy and 0.27 in the Expository
Strategy. Based on this study's results, the
OE3R Strategy is recommended as one of the
inquiry-based learning strategies for the same
learning topics or other topics, both in high
school and college.

183 Jurnal Tadris Kimiya 5, 2 (December 2020): 178-186

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 H. L. Septyastuti, Sutrisno & H. R. Widarti Efectiveness of Inkuiri-based Learning
towards Mastering the Concept of Unsaturated
Hydrocarbons in Undergraduated Students

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