Enhancing Higher-order Thinking Skills in Chemistry Education: A Validated Canva-IBL-STEM Model for Stoichiometry Learning

Panggabean, Freddy Tua Musa; Sutiani, Ani; Purba, Jamalum; Dibyantini, Ratu Evina; Hasibuan, Muhammad Haris Effendi; Krisbiantoro, Philip Anggo

doi:10.15294/jpii.v14i4.33559

Jurnal SINTA 1

Enhancing Higher-order Thinking Skills in Chemistry Education: A Validated Canva-IBL-STEM Model for Stoichiometry Learning

Jurnal Pendidikan IPA Indonesia · Vol. 14 No. 4 (2025)

DOI: 10.15294/jpii.v14i4.33559
ISSN: 2089-4392, 2339-1286
Published: 2025-12-22
Publisher: Universitas Negeri Semarang
Language: eng

Abstract

Developing Higher Order Thinking Skills (HOTS) remains a major obstacle in the global drive for STEM education in the twenty-first century, especially in complex subjects like stoichiometry. Although Inquiry-Based Learning with STEM (IBL-STEM) fosters critical thinking and Canva is frequently used for educational design, no previous study has combined these strategies to solve the conceptual challenges of stoichiometry. This study aimed to create and verify a Canva-based stoichiometry teaching resource and examine its effectiveness in improving chemistry students' HOTS. We created interactive Canva modules with guided inquiry tasks, molecular visualization, and HOTS assessment using the ADDIE paradigm (Analysis, Design, Development, Implementation, Evaluation). The materials were tested with 62 students using pre-test/post-test comparisons and validated by three chemistry education specialists (mean feasibility scores: 4.71 for content and 4.74 for media). With post-test scores (76.94 ± 6.61) significantly surpassing pre-test findings (35.71 ± 6.36), the intervention significantly improved HOTS (mean gain: 41.23 ± 9.33, p < 0.001). The results of this study indicate that the Canva-IBL-STEM model is valid for implementation in stoichiometry learning and has been shown to improve students' HOTS abilities. The findings provide educators with a model for inquiry-driven, technology-enhanced learning that connects design tools with profound conceptual knowledge.

Keywords

Collaboration network of the authors

18 authors · 39 co-authorship links · 9 across different organisations

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State University of Medan
Universitas Jambi
National Taiwan University
Affiliation unknown

Different organisations
Same organisation
Affiliation unknown
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Co-author	Organisation	Joint articles
RAMLAN SILABAN	Affiliation unknown	3
IRVING JOSAFAT ALEXANDER	Affiliation unknown	2
FELIA MUTIARA HUTAPEA	Affiliation unknown	2
ESRIDA HUTAHAEAN	Affiliation unknown	2
Tiurlina Siregar	Affiliation unknown	2
Huala Samuel Manurung	Affiliation unknown	2
Lili Lestari	Affiliation unknown	1
Hendra Simanjuntak	Affiliation unknown	1
David Frans Pardamean Sihombing	Affiliation unknown	1
Siti Rahma Dani Harahap	Affiliation unknown	1
Risa Oktavia Pratiwi	Affiliation unknown	1
Indri Anisa	Affiliation unknown	1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.

Original metadata (oai_dc)

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	<dc:title xml:lang="en">Enhancing Higher-order Thinking Skills in Chemistry Education: A Validated Canva-IBL-STEM Model for Stoichiometry Learning</dc:title>
	<dc:creator xml:lang="en">Panggabean, Freddy Tua Musa</dc:creator>
	<dc:creator xml:lang="en">Sutiani, Ani </dc:creator>
	<dc:creator xml:lang="en">Purba, Jamalum </dc:creator>
	<dc:creator xml:lang="en">Dibyantini, Ratu Evina</dc:creator>
	<dc:creator xml:lang="en">Hasibuan, Muhammad Haris Effendi </dc:creator>
	<dc:creator xml:lang="en">Krisbiantoro, Philip Anggo </dc:creator>
	<dc:subject xml:lang="en">canva for education</dc:subject>
	<dc:subject xml:lang="en">HOTS</dc:subject>
	<dc:subject xml:lang="en">IBL-STEM</dc:subject>
	<dc:subject xml:lang="en">stoichiometry</dc:subject>
	<dc:subject xml:lang="en">digital learning materials</dc:subject>
	<dc:description xml:lang="en">Developing Higher Order Thinking Skills (HOTS) remains a major obstacle in the global drive for STEM education in the twenty-first century, especially in complex subjects like stoichiometry. Although Inquiry-Based Learning with STEM (IBL-STEM) fosters critical thinking and Canva is frequently used for educational design, no previous study has combined these strategies to solve the conceptual challenges of stoichiometry. This study aimed to create and verify a Canva-based stoichiometry teaching resource and examine its effectiveness in improving chemistry students' HOTS. We created interactive Canva modules with guided inquiry tasks, molecular visualization, and HOTS assessment using the ADDIE paradigm (Analysis, Design, Development, Implementation, Evaluation). The materials were tested with 62 students using pre-test/post-test comparisons and validated by three chemistry education specialists (mean feasibility scores: 4.71 for content and 4.74 for media). With post-test scores (76.94 ± 6.61) significantly surpassing pre-test findings (35.71 ± 6.36), the intervention significantly improved HOTS (mean gain: 41.23 ± 9.33, p &amp;lt; 0.001). The results of this study indicate that the Canva-IBL-STEM model is valid for implementation in stoichiometry learning and has been shown to improve students' HOTS abilities. The findings provide educators with a model for inquiry-driven, technology-enhanced learning that connects design tools with profound conceptual knowledge.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-12-22</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/33559</dc:identifier>
	<dc:identifier>10.15294/jpii.v14i4.33559</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 14 No. 4 (2025): December 2025</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v14i4</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/33559/7729</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia</dc:rights>
</oai_dc:dc>