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E-Module problem-based learning on chemical equilibria to improve students’ higher-order thinking skills: an analysis

International Journal of Evaluation and Research in Education (IJERE) · Vol. 13 No. 1 (2024) · hlm. 454–465

DOI
10.11591/ijere.v13i1.25972
ISSN
2620-5440, 2252-8822
Terbit
2024-02-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

This study aimed to identify the specifications for developing a problem-based learning e-module for chemical equilibria to increase students’ higher-order thinking skills (HOTS). A qualitative approach with a semi-structured interview involving eight participants from form six teachers in Penang was utilized. The interview results were analyzed using NVivo 12 software by dividing the transcripts into several codes based on a thematic analysis approach. Four broad themes emerged from the need analysis interviews: i) the importance of chemical equilibria; ii) problems in teaching and learning chemical equilibria; iii) teaching strategy; iv) desired improvement. The findings of this study showed that the topic of chemical equilibria in form six syllabus is an important topic for students to master. Still, it is the most challenging concept for both students and teachers. Findings of the interviews also found that teachers need an e-module integrated with problem-based learning due to the lack of teaching resources, the content of the syllabus, and the lack of students’ thinking skills. Besides, teachers suggest variegating the content, strategies, and technology to develop the modules. These findings indicate that teachers are still unsatisfied with the existing teaching materials and strategies and, therefore require an e-module to meet their needs. All themes and codes of the findings are summarized using schematic diagrams. The results of this study are essential in designing and developing the e-module integrated with problem-based learning for the topic of chemical equilibria, which can be implemented and positively increase the HOTS level among form six students.

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26 penulis · 85 tautan kepenulisan bersama · 18 lintas organisasi

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  • University of Technology Malaysia
  • Universiti Teknologi MARA
  • State University of Malang
  • Sokoto State University
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  • Organisasi berbeda
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Rekan penulisOrganisasiArtikel bersama
Low Suan EeUniversity of Technology Malaysia6
Norulhuda Binti IsmailUniversity of Technology Malaysia4
Mangai Solomon MahananUniversity of Technology Malaysia3
Muhammad Khairul Arif Bin AhamadUniversity of Technology Malaysia3
Nur Sahrizan SermanUniversity of Technology Malaysia3
N. F. A. RahayuUniversity of Technology Malaysia2
Hendro PermadiState University of Malang2
Loh Boon PingAfiliasi tidak diketahui2
Norasykin Mohd ZaidUniversity of Technology Malaysia2
Megat Aman Zahiri Megat ZakariaUniversity of Technology Malaysia2
Muhammad Abd Hadi BunyaminUniversity of Technology Malaysia2
Sharifah Binti OsmanUniversity of Technology Malaysia2
Corrienna Abdul TalibUniversity of Technology Malaysia2
Abdul Halim AbdullahUniversity of Technology Malaysia2
Nabilah AbdullahUniversiti Teknologi MARA2
Liang Yun ChinnUniversity of Technology Malaysia2
Zhifeng ZhaoUniversity of Technology Malaysia2
Muhamad Nur FariduddinUniversiti Teknologi MARA2
W. ApriwandaUniversity of Technology Malaysia1
Wimbi Apriwanda NursiwanUniversity of Technology Malaysia1
Aliyu GarbaSokoto State University1
Sayed Abdul Aziz Ahmady FalahUniversity of Technology Malaysia1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">E-Module problem-based learning on chemical equilibria to improve students’ higher-order thinking skills: an analysis</dc:title>
	<dc:creator>Rusli, Nur Syuhada</dc:creator>
	<dc:creator>Ibrahim, Nor Hasniza</dc:creator>
	<dc:creator>Hanri, Chuzairy</dc:creator>
	<dc:creator>Surif, Johari</dc:creator>
	<dc:subject xml:lang="en-US">Chemical equilibria; e-Module; Higher-order thinking skills; Problem-based learning; Qualitative approach</dc:subject>
	<dc:description xml:lang="en-US">This study aimed to identify the specifications for developing a problem-based learning e-module for chemical equilibria to increase students’ higher-order thinking skills (HOTS). A qualitative approach with a semi-structured interview involving eight participants from form six teachers in Penang was utilized. The interview results were analyzed using NVivo 12 software by dividing the transcripts into several codes based on a thematic analysis approach. Four broad themes emerged from the need analysis interviews: i) the importance of chemical equilibria; ii) problems in teaching and learning chemical equilibria; iii) teaching strategy; iv) desired improvement. The findings of this study showed that the topic of chemical equilibria in form six syllabus is an important topic for students to master. Still, it is the most challenging concept for both students and teachers. Findings of the interviews also found that teachers need an e-module integrated with problem-based learning due to the lack of teaching resources, the content of the syllabus, and the lack of students’ thinking skills. Besides, teachers suggest variegating the content, strategies, and technology to develop the modules. These findings indicate that teachers are still unsatisfied with the existing teaching materials and strategies and, therefore require an e-module to meet their needs. All themes and codes of the findings are summarized using schematic diagrams. The results of this study are essential in designing and developing the e-module integrated with problem-based learning for the topic of chemical equilibria, which can be implemented and positively increase the HOTS level among form six students.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
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	<dc:date>2024-02-01</dc:date>
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	<dc:identifier>10.11591/ijere.v13i1.25972</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 13, No 1: February 2024; 454-465</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v13i1</dc:source>
	<dc:language>eng</dc:language>
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	<dc:rights xml:lang="en-US">Copyright (c) 2023 Institute of Advanced Engineering and Science</dc:rights>
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