Using Molecular Workbench in a Collaborative Discovery Learning Environment to Improve Students’ Activities and Critical Thinking Abilities in Chemical Equilibrium

Abstract

This study aimed to determine the effect of computer simulation using molecular workbench in a collaborative discovery learning environment to improve critical thinking abilities and learning activities of high school students. A quasi-experiment with a matching-only pretest-posttest control group design was applied in this study. A total of 60 students consisting of 30 students in both the experimental and control groups were selected purposively from the population of grade 11 MAN 1 Bandar Lampung, Indonesia in the academic year 2019–2020. A series of descriptive and inferential statistics were used to determine the effectiveness of the treatment on students’ learning activities and critical thinking abilities. The results showed that the n-gain value of the experimental group ranging between 0.62 to 0.93 higher than the control group with n-gain ranging between 0.18 to 0.57. Furthermore, the analysis of the independent sample t-test yielded a sig < 0.05, which confirms the effectivity of molecular dynamics simulation in a discovery learning environment in fostering the critical thinking abilities. In addition, other findings also inform that discovery activities with computer simulations can increase student learning activities such as asking questions, communication attitudes, conscientiousness, and cooperation. Molecular dynamics simulation activities facilitate student learning and develop thinking skills, especially in discovering chemical concepts.