Analyzing the Impact of Virtual Experiments on Students^ Critical Thinking Skills in Salt Hydrolysis Concepts
Miarti Khikmatun Nais

UPI

Abstract

This study aims to examine the role of the virtual experiment ^Salt Hydrolysis^ in facilitating students^ critical thinking skills. This study used a pre-experimental research method with a One-Shot Case Study design. The subjects consisted of 34 eleventh-grade students at a public high school in Sumedang Regency. The research stages included an analysis of the characteristics of the virtual experiment media and an analysis of the learning model, assessed using a media characteristic analysis sheet and a learning model analysis sheet, which were then described. Aspects of learning implementation were analyzed through observation and assessment sheets in the Student Worksheet, while critical thinking skills were measured through essay tests in the Student Worksheet. The results showed that the virtual experiment media had supportive characteristics in terms of content, appearance, and effectiveness. The optimal learning model used in virtual experiment-based learning is the guided inquiry learning model. The application of the guided inquiry model with this virtual experiment media was well-implemented and effective in developing students^ critical thinking skills. The results of the Chi-Square test showed that the number of students demonstrating essential thinking skills differed significantly. There were more students in the very high critical thinking ability category (59%) than in the high category (41%). This shows that the virtual experiment has a positive impact in developing students^ critical thinking skills on the concept of salt hydrolysis.

Keywords: Virtual Experiment, Salt Hydrolysis, Guided Inquiry Learning Model, Critical Thinking Ability

Topic: Chemistry and Chemistry Education