Discover how a specialized training program empowered chemistry teachers to develop Higher Order Thinking Skills in their students
In the heart of West Sumatra, a quiet educational revolution is taking place. Chemistry teachers across 50-Kota District are transforming their approach to teaching, moving beyond routine curriculum delivery to nurturing the next generation of scientific innovators.
The National Science Olympiad (OSN) represents more than just a competition—it's a testing ground for future scientists and a benchmark for educational excellence. When Indonesian students compete in chemistry olympiads, they aren't just solving problems—they're learning to think like scientists. This article explores how a specialized training program empowered teachers to unlock their students' potential through Higher Order Thinking Skills (HOTS) and innovative teaching methodologies that extend far beyond textbook learning 1 .
The success of any educational system hinges on the competence and creativity of its teachers. For chemistry education specifically, this requires not only subject matter expertise but also the ability to inspire curiosity and develop critical thinking abilities.
The MGMP (Musyawarah Guru Mata Pelajaran) Chemistry program in 50-Kota District recognized that preparing students for the rigorous challenges of the OSN required a fundamental shift in how teachers approached both content and pedagogy 1 .
Before the training initiative, chemistry teachers in 50-Kota District faced significant challenges in preparing students for the OSN. While generally competent in delivering standard curriculum content, many teachers reported limited experience with the complex problem-solving required at the olympiad level. The traditional teaching methods focused predominantly on memorization and application of standard formulas rather than developing the analytical and creative thinking skills necessary to tackle unfamiliar, multi-layered problems 1 .
Diagnostic assessments revealed that teachers themselves struggled with HOTS-type questions, scoring an average of just 3.625 on a 10-point scale in pre-training evaluations. This highlighted a critical gap between regular classroom teaching and the demands of olympiad preparation. Teachers understood the importance of the olympiad for their students' academic development but lacked the specific tools and methodologies to effectively bridge this gap 1 .
Chemistry olympiad questions typically integrate concepts across various sub-disciplines—analytical chemistry, organic chemistry, inorganic chemistry, physical chemistry, and biochemistry—often within a single problem. This interdisciplinary approach requires teachers to have not only broad knowledge but also the ability to help students make connections between different areas of chemistry 1 .
The MGMP Chemistry program in 50-Kota District recognized that effective preparation would require moving beyond occasional practice problems to systematic development of higher-order thinking skills. This necessitated a comprehensive training approach that would address both content knowledge and pedagogical strategies specifically tailored to olympiad preparation 1 .
The training program was designed as a intensive workshop that combined direct instruction, collaborative problem-solving, and practical application. The program began with baseline assessments to identify specific knowledge gaps, followed by targeted sessions on each of the major chemistry sub-disciplines represented in the OSN. Each session integrated conceptual understanding with practical problem-solving strategies 1 .
Refreshed and expanded teachers' knowledge of key chemistry concepts
Deconstructed olympiad-level problems and their solution strategies
Methods for effectively teaching complex problem-solving to students
This multifaceted approach ensured that teachers developed both the subject matter expertise and the teaching skills necessary to prepare their students for success in the olympiad 1 .
The training covered five major areas of chemistry, each essential for comprehensive olympiad preparation:
For each area, teachers worked through sample olympiad questions, learning to identify the core concepts being tested and the step-by-step reasoning processes required to arrive at correct solutions. This approach helped demystify complex problems and provided teachers with frameworks they could use in their own classrooms 1 .
To understand how the training transformed teachers' approaches, let's examine a typical HOTS experiment from the workshop—a complex problem involving thermodynamics and electrochemistry that required integrated knowledge from multiple chemistry subdisciplines 1 .
The experimental procedure followed these steps:
This methodical approach helped teachers develop a structured framework for tackling even the most unfamiliar olympiad problems, moving beyond guesswork to reasoned problem-solving 1 .
The effectiveness of the training was measured through pre- and post-assessments that evaluated teachers' abilities to solve HOTS-type chemistry problems. The results demonstrated significant improvement across all content areas 1 .
The data shows particularly notable improvement in biochemistry and physical chemistry, areas where teachers initially demonstrated the lowest confidence and proficiency. The overall improvement of 121% reflects the effectiveness of the targeted training approach in addressing specific knowledge gaps 1 .
Beyond test scores, teachers reported increased confidence in their ability to solve complex problems and guide students through similar challenges. Many participants noted that the training changed their approach to teaching chemistry more broadly, with HOTS strategies filtering down to their regular classroom instruction 1 .
Effective olympiad preparation requires both conceptual knowledge and practical resources. The MGMP training introduced teachers to a range of essential materials and approaches for developing students' HOTS abilities 1 .
| Tool/Resource | Function | Example in OSN Context |
|---|---|---|
| HOTS Question Banks | Provide practice with complex, multi-step problems | Curated collections of past OSN questions |
| Molecular Model Sets | Facilitate visualization of molecular structures | Modeling complex organic molecules |
| Virtual Laboratories | Simulate experiments beyond school capabilities | Computational chemistry simulations |
| Reference Materials | Provide quick access to constants and equations | Specialized olympiad handbooks |
| Assessment Rubrics | Guide evaluation of student solutions | Criteria for assessing problem-solving strategies |
These tools, combined with the pedagogical strategies learned in the workshops, equipped teachers to create more effective and engaging learning experiences for their olympiad-bound students 1 .
The MGMP training program yielded significant benefits both for teachers and their students. Participating teachers demonstrated markedly improved content knowledge and problem-solving abilities, with average post-test scores increasing to 7.5 out of 10 compared to the pre-test average of 3.6. Perhaps more importantly, teachers reported greatly increased confidence in their ability to handle complex chemistry problems and guide students through similar challenges 1 .
The benefits extended beyond olympiad preparation, as teachers incorporated HOTS strategies into their regular classroom teaching. This trickle-down effect improved chemistry education more broadly, helping to develop critical thinking skills even among students not specifically targeting the olympiad 1 .
The MGMP program created a professional learning community that continued to collaborate beyond the formal training period. Teachers established ongoing mechanisms for sharing best practices, developing new problems, and reflecting on their teaching approaches. This community of practice helped ensure the sustainability of the improvements achieved during the formal workshop period 1 .
The success in 50-Kota District has inspired similar initiatives in other regions, including a workshop on HOTS question development for chemistry teachers in Pesisir Selatan District 1 . These efforts reflect a growing recognition of the importance of targeted professional development for enhancing chemistry education across Indonesia.
Building on the success of the initial training, the MGMP program plans to expand its offerings in several directions:
Deeper training in specific chemistry subdisciplines
Intensive problem-solving sessions for students
Collaborations with universities for lab access
Online repositories of HOTS questions
These initiatives will help ensure that students in 50-Kota District and beyond continue to receive the support they need to compete effectively at the national and international levels 1 .
The MGMP Chemistry Teacher Competency Improvement Program in 50-Kota District demonstrates the transformative power of targeted professional development. By equipping teachers with both the content knowledge and pedagogical skills needed for olympiad preparation, the program has created a ripple effect that benefits entire school communities 1 .