THE IMPACT OF DISCOVERY LEARNING ON HIGHER-ORDER THINKING SKILLS IN CHEMISTRY: A META-ANALYSIS

Mutia Ardila, Rafidah Almira Samosir, Alfira Julian Pratiwi, Ekin Dwi Arif Kurniawan, Dimas Ridho, Halimatus Sa’diyah

Abstract


This research examines the effect of the discovery learning model on higher-order thinking skills in chemistry subjects at the high school level in Indonesia with a total sample of 230 students. The research method is a meta-analysis study with a range of research data from 2015-2024 based on Google Scholar indexed by Sinta. Heterogeneity test analysis using JASP version 0.8.5 shows a τ² value of 0.236 and a τ value of 0.485, with an I² value approaching 100% (CI: 74.015%–98.358%). The results indicate a high level of heterogeneity (98.358%). Therefore, a random effects model is used in the analysis. The meta-analysis results suggest that discovery learning significantly affects higher-order thinking skills (z = 4.730; p < 0.001; 95% CI). Funnel plot and Egger's tests did not show publication bias, supported by a fail-safe N value 488. The results of this study reinforce empirical evidence that discovery learning is a practical approach to chemistry learning.

Keywords


Discovery Learning; Higher Order Thinking Skills; Chemistry Learning; Meta-Analysis

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DOI: http://dx.doi.org/10.22373/lj.v13i1.29914

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