The Effect of Introduction, Connection, Application, Reflection, and Extension (ICARE) towards Students’ Chemistry Learning Outcome

Abstract

This study aimed to analyze the differences in students’ learning outcomes covered curiosity (SC), responsibility (SR) and cognitive achievement (SCA) between students subjected to ICARE model at the experimental class (N=68) and the control class without ICARE (N=69). This research is an experimental study using the posttestonly group design. The SC and SR were measured using a questionnaire that consisted of 20 statements outlined from 7 criteria using Likert scale. The questionnaire was validated theoretically t by 3 expert judgments in the field of chemistry, education and evaluation to determine the appropriateness of the instruments. Therefore, SCA instrument was measured using 24 multiple choice questions that were validated empirically based on the ITEMAN program analysis. Research analysis results shows there were significant differences in students’ learning outcomes between the experimental and control class. Based on the t-test results of each research variables, a significant value obtained was <0.05. Overall, this research has proved that the ICARE learning model has an effect on students’ learning outcome, namely curiosity (SC) 13,6%, responsibility (SR) 6,2%, and cognitive achievement (SCA) 10%. ICARE can be used as an alternative for teaching-learning activities, so that students can learn independently and expand their knowledge by finding out what they get from learning activities and being responsible for what they have understood.