Implementation of E-LKPD on Acid–Base Socio-Scientific Issues to Improve Critical Thinking Skills and Learning Motivation
DOI:
10.29303/jppipa.v11i12.11455Published:
2025-12-25Downloads
Abstract
This research is motivated by the low critical thinking skills of students in chemistry learning. This is indicated by students who have not been trained in analyzing a problem and a lack of involvement, so that students are not motivated to learn. Students need effective teaching materials to be actively involved in analyzing problems and motivating learning, so that E-LKPD based on Socio-Scientific Issues is expected to be a learning innovation. This study aims to measure the effectiveness of E-LKPD based on Socio-Scientific Issues in acid-base learning on critical thinking and student learning motivation. E-LKPD is presented via the web Liveworksheets as an interactive medium. The type of research used is a quasi-experiment with a nonequivalent group pretest-posttest research design. The study was conducted in class XI IPA 8 and XI IPA 1 SMAN 4 Pekanbaru consisting of 90 students. Data analysis used the Normality test, t-test, and N-gain test. The results of the analysis for critical thinking obtained an N-gain of 0.6586 in the control class and 0.7509 in the experimental class. Meanwhile, for learning motivation, the N-gain obtained was 0.2537 in the control class and 0.4548 in the experimental class. Furthermore, the results of the t-test showed that there was a significant difference between critical thinking skills and learning motivation in the control class and the experimental class. Critical thinking skills and learning motivation have a positive relationship as evidenced by the sig. value < 0.05 with a Pearson correlation value of 0.419, thus E-LKPD based on Socio-Scientific Issues is effective in improving critical thinking skills and learning motivation in acid-base learning.
Keywords:
Acid base learning Critical thinking skills E-LKPD Learning motivation Socio-Scientific IssuesReferences
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