The Effect on the Integrated Chunking Techniques Combined with Writing is Thinking on Students Thinking Levels in the Topic of the Human Circulatory
DOI:
https://doi.org/10.32938/jbe.v11i1.10314Keywords:
Chunking Technique; Writing is Thinking, Level of Thinking, Circulatory SystemAbstract
The purpose of this study was to determine the differences in the thinking levels of students learning about the circulatory system taught using the chunking technique combined with writing is thinking, the chunking technique, and the lecture technique in grade XI students at SMA Negeri 20 Gowa in the 2024/2025 academic year. This study was an experiment using purposive sampling with specific considerations. The research population consists of 300 individuals, with 90 samples divided into 6 learning groups. Data collection was conducted using a test instrument consisting of two types of questions: multiple-choice and essay-style, to assess students' thinking levels. Hypothesis testing was performed using an ANOVA test, as the data were normally distributed and homogeneous. The results of the hypothesis testing indicated that the significance level was <0.000. This indicates that the sig value is < α (0.05), so it can be concluded that H0 is rejected and H1 is accepted. This means that there is a difference in the level of thinking of students taught using the chunking technique combined with writing is thinking (experimental class), the chunking technique (positive control class), and the lecture technique (negative control class) in students learning about the human circulatory system. Since there is a difference, an LSD (Least Significant Difference) test was conducted, showing that the level of thinking among students taught using the chunking technique combined with writing was thinking was the highest, followed by the chunking technique and the lecture technique.
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