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The Effect of the Six Thinking Hats Strategy on Student Grouping to Improve Problem-Solving Skills and Concept Mastery in Reaction Rate Material

Chemistry in Education · Vol. 14 No. 2 (2025) · hlm. 13–28

DOI
10.15294/chemined.v14i2.31289
ISSN
2252-6609, 2502-6852
Terbit
2025-12-11
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aims to analyze the effect of the Six Thinking Hats strategy on enhancing students’ problem-solving skills and conceptual understanding in the topic of reaction rates. The research employed a quasi-experimental method using a non-equivalent control group design. Instruments included concept mastery tests (pretest and posttest), student worksheets (LKPD), and student response questionnaires. Data were analyzed using the Mann-Whitney U test, the Friedman test, Spearman's Rank correlation, and effect size calculations. The results showed that the implementation of the Six Thinking Hats strategy had a significant impact on the improvement of students’ problem-solving abilities and conceptual understanding, as indicated by the Mann-Whitney U test results for each LKPD (p < 0.05) and large to very large effect sizes (Cohen’s d = 1.15; 1.48; 0.56; and 2.99). The Friedman test revealed statistically significant differences in performance across LKPDs in both the experimental and control classes (p = 0.000). In terms of conceptual understanding, a significant difference was observed (p = 0.000), with an increase in Cohen’s d from 0.65 (moderate) to 2.08 (large). However, the Spearman Rank correlation test indicated no significant relationship between conceptual understanding and problem-solving ability, suggesting that individual and collaborative assessment contexts influence student outcomes differently.

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  • State University of Semarang
  • Hasanuddin University
  • Universitas Halu Oleo
  • Udayana University
  • Politeknik STIA LAN Bandung
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  • Organisasi berbeda
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Rekan penulisOrganisasiArtikel bersama
Endang SusilaningsihState University of Semarang3
Sudarmin SudarminState University of Semarang2
Eko Budi SusatyoAfiliasi tidak diketahui2
Agung Tri PrasetyaState University of Semarang2
SRI WAHYUNIHasanuddin University2
Sigit PriatmokoState University of Semarang2
Dwi RetnowatiAfiliasi tidak diketahui1
Kusoro SiadiAfiliasi tidak diketahui1
Yohanna Indah SetyaningsihAfiliasi tidak diketahui1
Fera Emilia SariAfiliasi tidak diketahui1
Laily Noor IzzaAfiliasi tidak diketahui1
Nurul Huda ErvinaAfiliasi tidak diketahui1
Ida AgustianiAfiliasi tidak diketahui1
SRI REJEKIUniversitas Halu Oleo1
Min Zahrotil UmamiAfiliasi tidak diketahui1
Ersanghono KusumoAfiliasi tidak diketahui1
Ishri Arju SyafangahAfiliasi tidak diketahui1
Kumar PujiatiAfiliasi tidak diketahui1
Widya RosantiAfiliasi tidak diketahui1
Nur Rizky AmaliaAfiliasi tidak diketahui1
Oki PurwaningsihAfiliasi tidak diketahui1
Supartono SupartonoAfiliasi tidak diketahui1
Nur HalimahAfiliasi tidak diketahui1
Yefta Irga KrisandaAfiliasi tidak diketahui1
Noviana Sri RahayuAfiliasi tidak diketahui1
Edy CahyonoAfiliasi tidak diketahui1
Siti Nur HolifahAfiliasi tidak diketahui1
Sri HaryaniState University of Semarang1
Aida Saefa FitriarieswaAfiliasi tidak diketahui1
Sri WardaniUdayana University1
Deluna Hayang FaistaAfiliasi tidak diketahui1
Woro SumarniAfiliasi tidak diketahui1
Sri KadarwatiState University of Semarang1
Lailatul BadriyahAfiliasi tidak diketahui1
Subiyanto Hadi SaputroAfiliasi tidak diketahui1
Febri Mandhurul LabibAfiliasi tidak diketahui1
Andriana AndrianaAfiliasi tidak diketahui1
Iwan KurniawanPoliteknik STIA LAN Bandung1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/chemined/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">The Effect of the Six Thinking Hats Strategy on Student Grouping to Improve Problem-Solving Skills and Concept Mastery in Reaction Rate Material</dc:title>
	<dc:creator xml:lang="en">Azzahra, Elvara Siti</dc:creator>
	<dc:creator xml:lang="en">Harjito, Harjito</dc:creator>
	<dc:subject xml:lang="en">Concept Mastery</dc:subject>
	<dc:subject xml:lang="en">Problem-Based Learning</dc:subject>
	<dc:subject xml:lang="en">Problem Solving</dc:subject>
	<dc:subject xml:lang="en">Six Thinking Hats</dc:subject>
	<dc:description xml:lang="en">This study aims to analyze the effect of the Six Thinking Hats strategy on enhancing students’ problem-solving skills and conceptual understanding in the topic of reaction rates. The research employed a quasi-experimental method using a non-equivalent control group design. Instruments included concept mastery tests (pretest and posttest), student worksheets (LKPD), and student response questionnaires. Data were analyzed using the Mann-Whitney U test, the Friedman test, Spearman's Rank correlation, and effect size calculations. The results showed that the implementation of the Six Thinking Hats strategy had a significant impact on the improvement of students’ problem-solving abilities and conceptual understanding, as indicated by the Mann-Whitney U test results for each LKPD (p &amp;lt; 0.05) and large to very large effect sizes (Cohen’s d = 1.15; 1.48; 0.56; and 2.99). The Friedman test revealed statistically significant differences in performance across LKPDs in both the experimental and control classes (p = 0.000). In terms of conceptual understanding, a significant difference was observed (p = 0.000), with an increase in Cohen’s d from 0.65 (moderate) to 2.08 (large). However, the Spearman Rank correlation test indicated no significant relationship between conceptual understanding and problem-solving ability, suggesting that individual and collaborative assessment contexts influence student outcomes differently.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-12-11</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/chemined/article/view/31289</dc:identifier>
	<dc:identifier>10.15294/chemined.v14i2.31289</dc:identifier>
	<dc:source xml:lang="en">Chemistry in Education; Vol. 14 No. 2 (2025): Chemistry in Education; 13-28</dc:source>
	<dc:source>2252-6609</dc:source>
	<dc:source>2502-6852</dc:source>
	<dc:source>10.15294/chemined.v14i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/chemined/article/view/31289/7509</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Chemistry in Education</dc:rights>
</oai_dc:dc>