Integration of STEM-Guided Inquiry Strategies in Thermochemistry Learning: An Innovative Model to Foster Conceptual Understanding and Critical Thinking

Abstract

This study aims to design and evaluate the effectiveness of chemistry learning devices for thermochemistry material using a STEM-based guided inquiry model. Due to the low conceptual mastery and critical thinking skills of Indonesian students, the study was conducted at SMA Muhammadiyah 10 Surabaya using the 4D development model. Data were collected through learning observations and tests of conceptual mastery and critical thinking skills before and after learning. The results showed learning implementation of 83.33%–100% and an increase in conceptual mastery and critical thinking skills in the high category (average n-gain 0.71), indicating that the learning device is effective in improving learning outcomes, especially cognitive aspects and critical thinking skills in thermochemistry material.