Dimensions of Knowledge and Level of Thinking in Chemistry Learning
The knowledge intended in the 2013 curriculum can be divided into 4 (four) dimensions of knowledge. Dimensions of knowledge include factual knowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge. The purpose of this study is to discuss the dimensions of knowledge and the level of thinking in learning chemistry. The cognitive process in learning chemistry in high school is strived for students to be able to reach the level of critical thinking and be able to solve chemical problems that require critical thinking. Students who think critically in solving chemical problems are those who can apply procedural knowledge and metacognitive knowledge in solving certain chemical problems based on certain situations presented to them correctly and can show the key to solving problems. Critical thinking is a basic ability for the development of knowledge in learning chemistry. Students who get various concepts and contexts of chemical problems are expected to be able to successfully recognize paradoxes and solve chemical problems with their knowledge.
Anderson, L.W. & Krathwhol, D.R. (2010). Kerangka landasan pembelajaran, pengajaran dan asesmen. Judul asli: a taxonomy for learning, teaching and assessing: a revision of Bloom’s taxonomy of educational objectives. Penerjemah: Agung Prihantoro. Pustaka Pelajar.
Damarin, S.K. (1993). Schooling and situated knowledge: Travel or tourism?. Educational Technology.
Forgarty, R. & McTighe, J. (1993). Educating teachers for higher order thinking: The three-story intellect. Theory into Practice.
Gagne E.D., Walker Yekovich. C., & Yekovich. F.R. (1993). The cognitive psychology of school learning, 2nd edition. HarperCollins, New York.
Direktorat Jenderal Pendidikan Dasar dan Menengah. (2015). Panduan Penilaian untuk Sekolah Menengah Atas. Kementerian Pendidikan dan Kebudayaan.
Kincheloe, J.L. (2000). Making Critical Thinking Critical. dalam D. Weil & H.K. Anderson. Perspectives in critical thinking: essays by teachers in theory and practice, Peter Lang, New York.
Lewis, A. & Smith, D. (1993). Defining higher order thinking. Theory into practice.
Pushkin, D.B. (2000). Critical thinking in science - How do we recognize it? Do we foster it? dalam D. Weil & H.K Anderson. Perspectives in critical thinking: essays by teachers in theory and practice, Peter Lang. New York.
Copyright (c) 2018 FKIP Universitas Palangka Raya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright Ⓒ Author