@article {725, title = {ENHANCING STUDENTS{\textquoteright} HIGHER ORDER THINKING SKILLS IN SCIENCE THROUGH INSTAD STRATEGY}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {December/2018}, pages = {Continuous}, type = {Original article}, chapter = {1046-1055}, abstract = {This research aimed to examine the effectiveness of the INSTAD strategy in comparison to other teaching strategies such as Inquiry, student team{\textquoteright}s achievement division (STAD), and lecture method, to reduce the gap of higher order thinking skills between Upper Academic (UA) and Lower Academic (LA) groups of students.The research partipants were 136 7th grade students in total, which consisted of two groups of 36 UA and 36 LA students. The students were selected through a stratified random sampling from 27 Public Junior High Schools in Surakarta, Indonesia. The treatment classes were determined through an intact group. The research design employed pre-test-post-test non-equivalent control group of quasi experiment. The higher order thinking skills were measured by essay test sheet as an instrument. Data were analysed by utilizing ANCOVA with the pre-test score as the covariate. The findings revealed that INSTAD have optimally improved higher order thinking skills in comparison with the Inquiry, STAD, and lecture method. INSTAD{\textquoteright}s were proven able to reduce the gap of higher order thinking skills between UA and LA students rather than Inquiry, STAD, and lecture method as teaching strategies.}, keywords = {higher order thinking skills, inquiry-based learning, INSTAD strategy, student team{\textquoteright}s achievement division}, issn = {1648-3898}, doi = {10.33225/jbse/18.17.1046}, url = {http://oaji.net/articles/2017/987-1544860627.pdf}, author = {Baskoro Adi Prayitno and Suciati and Eni Titikusumawati} } @article {564, title = {CLOSING THE SCIENCE PROCESS SKILLS GAP BETWEEN STUDENTS WITH HIGH AND LOW LEVEL ACADEMIC ACHIEVEMENT}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {April/2017}, pages = {Continuous}, type = {Original article}, chapter = {266-277}, abstract = {Science Process Skills (SPSs) are fundamental skills to mastering science. To nurture students{\textquoteright} SPS, inquiry based learning and student-center activities may work effectively. This study aims at analyzing: How Inquiry-based Learning and Student Team Achievement Division (INSTAD) affects science process skills compared with inquiry-based learning, Student Teams Achievement Divisions (STAD), and conventional learning method. The participants were 136 grade 7 students from 27 public middle schools in Surakarta, Indonesia. They were divided into 68 students with higher academic (HA) achievement and 68 students with lower academic (LA) achievement. A nonequivalent control group design with pretest and posttest were applied to get data on SPSs using a sort of essay test. The result indicates that: (1) While the outcomes of INSTAD and inquiry-based learning are comparable, they are significantly different compared with the outcomes of STAD and conventional learning. (2) Students in HA group have higher SPS than students in LA groups. (3) INSTAD, on an equal level with inquiry-based learning, significantly increases the students{\textquoteright} SPSs. Compared with other three methods, INSTAD was confirmed the most effective in closing the science process skills gaps between students in HA group and LA group.}, keywords = {inquiry-based learning, INSTAD, science process skills, STAD}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.266 }, url = {http://oaji.net/articles/2017/987-1497156674.pdf}, author = {Baskoro Adi Prayitno and Duran Corebima and Herawati Susilo and Siti Zubaidah and Murni Ramli} }